jLjElURYOFCOiNGRESS. 

||''"P |°P!2"SW |o 

# -^ -_. 

I UNITED STATES OF AMERICA, 



IN THE NATIONAL SERIES. 



EASY LESSOJSrS 



IN 



LA^aUAaE; 



WITH 



ILLUSTRATIONS AND DIAGRAMS. 



By S. W. CLAEK, A.M. 




A. S. BARNES AND COMPANY, 
NEW YORK AND CHICAGO. 

1875, 



TEnii 



fM. ^. W. Clkfk'^ I<ki|^uk^e gefie^. 



GRADED 
COURSE. 



1. EASY LESSONS IN LANGUAGE. 

2. BRIEF ENGLISH GRAMMAR. 

3. THE NORMAL GRAMMAR. 



^4. ANALYSIS OF THE ENGLISH LANGUAGE. 
HELPS. \ 5- GRAMMATIC CHART. 

f 6. KEY TO NORMAL GRAMMAR. 



Entered according to Act of Congress, in the year 1874, by 

A. S. BAENES & CO., 
In the Office of the Librarian of Congress, at Washington. 



CONTENTS, 



LESSON 

I. 

II. 

in. 

IV. 

V. 

VI. 

VII. 

vni. 

IX. 

X. 

XI. 

XII. 

XIII. 

XIV. 

XV. 

XVI. 

xvn. 
xvm. 

XIX. 

XX. 

XXI. 

XXII. 



PAGE 

Introductory 6 

Thoughts and Words 9 

Language 11 

Names 12 

The Subject 14 

The Predicate 16 

The Sentence 18 

The Object 20 

Sentences— Classes 22 

Adjuncts 24 

Elements of Sentences 23 

The Speaking Picture 28 

Analysis of Sentences 30 

Combined Sentences 32 

Conjunctions 34 

Exclamations 30 

Names— Classes 40 

Names— Modifications 40 

Names— Modifications 44 

Pronouns— Classes 46 

Pronouns— Personal 48 

Pronouns— Eelative 50 

Pronouns— Adjective 50 



LESSON PAGK 

XXm. Verbs 54 

XXIV. Verbs— Tenses— Simple.. 56 
XXV. Verbs — Tenses — Com- 
pound 58 

XXVI. Verbs— Participles 60 

XXVII. Verbs— Irregular 62 

XXVIII. Verbs— Copulative 64 

XXIX. Sentences with Objects 66 

XXX. Adjectives 68 

XXXI. Adjectives— Classes 70 

XXXn. Adjectives— Comparing. . 72 
XXXin. Adjectives— in Predicate. 74 

XXXrV. Nouns— in Predicate 76 

XXXV. Adverbs 78 

XXXVI. Prepositions 80 

XXXVn. Phrases 82 

XXXVm. Phrases— Oflaices 84 

XXXIX. Sentences TO Order. ,. . 86 

XL. Analysis and Signs 88 

XLI. Letter Writing 93 

XLII. Mystery or Miracle 92 

XLIII. Translations 94 

XLIV. Topics for Essays 96 



NOTE TO TEACHERS. 



TN arranging tlie Methods of instruction in tliis book, the Author 
-L puts himself in the position of the Teacher. Believing that with 
young pupils the most successful appeal is to their ''common sense," 
he has so graded and stated the questions for class exercises that the 
little thinkers will generally find it more difficult to be wrong than 
right in their answers. 

It is not intended to limit the teacher to the questions in the book ; 
these are given rather as samples of the author's methods of condu<5t- 
ing oral exercises in Language Lessons. Many additional questions 
and illustrations will occur to the teacher as the various topics come 
up. By all means and methods, let the little pupils triumph every time, 
and thus gain courage for a new effort at the next recitation. 

It is better to waJce up the minds of children to independent thinking 
than to fill their memory with the words of others. Hence the plan 
of this book requires less of the discouraging drudgery of committing 
to memory, and more of j udicious questions and lively oral teaching. 
But this METHOD makes necessary the closest attention of the pupils 
during class recitations. 

One great duty of the teacher is to preserve, as far as possible, the 
natural simplicity — the unaffected eloquence of the child's speech. 

It is only when that speech becomes vitiated by " evil communica- 
tions " that '* corrupt good manners," that the child's language, like his 
other habits, becomes corrupt. 

Always connect your teaching of the Science with the practice of the 
Art. Let every day's exercise close with a permanent correction of 
some prominent error in Language. 



PREFACE. 



IANGUAGE is the first thing a child learns. The 
J kindly expressions of a mother's face, the softened 
tones, the joyous smiles, speak the language of love to the 
heart of the child. And when woeds have assumed their 
meaning to the httle one, '^ A word fitly spoken is hke apples 
of gold in pictures of silver." 

The earliest stages of mental development are always 
accompanied by efforts to express thoughts and feelings. The 
wants of children demand less of any other branch of learn- 
ing which our schools afford, than they do of language. 
Arithmetic and Geography can be postponed until commer- 
cial affairs may make them useful. But Language is indis- 
pensable to the every-day life of the little child, as really as 
to the man. 

Language, then, ought to be the simplest of all studies ; 
and it may be made so if we well adapt our methods of teach- 
ing it to the nature and capabilities of childhood. 

This little book claims that adaptation. It has its out- 
growth and its practical tests with children of younger years 
than usually study Grammar. In matter and in manner it 
is intended so to meet the wants and to gratify the tastes of 
children, as to make the study of Language, as also the prac- 
tice of correct speech, an agreeable pastime. 

This book does not claim to be a complete Grammar of 
our language. It has its place previous to Grammar, yet 
with just enough of the science and the art of Language to 
make every lesson a graded, preparatory step to the study 
of the author's "'Brief Ekglish Grammar." 



EASY LESSONS 




THE QUEEI OF 

%00D ENGLISH 

TO HER YOUNG SUBJECTS, 

Greet] n2r: 



My dear little People, — 

In spite of all rivals, I am your queen, and have a right to preside 
at all your parties ; and when you have decided what to say, to tell 
you how to say it. You must he loyal subjects of my government, 
using my words according to my laws. 

2. In practice, many of you do " cherish, honor and obey " me. But 
you have not yet studied my laws. These you must learn. My ser- 
vants will teach you some of the most important of them from this 
little book. I have caused them to be made plain, so that the smallest 
of you may understand them and learn how to obey them. 



IN LA N G UA G E. 7 

3. Of all the sciences you will ever learn, the greatest is that of 
Language ; and the best langviage in the world is mine. The greatest 
of all ARTS is that of using Words. 

4. Learn this art, and 

Your thinking will be more orderly and practical. 
Your speaking will be sensible and agreeable, 
Your progress in all school studies will be more rapid, 
Your delight in reading literary works will be greater, — 
You may yourselves become essayists and authors, — 
Your social position will be higher ; — for thereby 
You will be better fitted for the society of cultivated people ; 
You will learn how to write good sensible letters to your parents 
and friends. 

5. Above all, do you desire to be useful ? Pure, elegant language 
will give you the key to success in doing good. Accuracy in language 
favors uprightness of heart, and pure thoughts are all the better for 
being expressed in purest words. 

6. Let me, then, as your loving queen, urge you to give diligent 
attention to the study of my laws. 

7. Throughout all my provinces, you shall have good and com- 
petent teachers, who, with the aid of this little book, will teach you 
the laws of my empire, and set you good examples in obeying them. 

8. But I would not have you satisfied with merely the science of 
Language. Learn also the art of rightly using words. In Language, 
as in all other arts, practice is most important. Without practice 
in the correct use of words, the definitions and theories of Grammar 
will bs of little real benefit. Hence this book devotes much space to 
" Practice " in Sentence-making, and to " Criticisms " of the more 
common errors of speech. 

9. These exercises are only samples of what your skillful teacher 
will require and give in your daily recitations. Covet criticism. As you 
would thank your friend for brushing an obtrusive spider from your 
hair, or a coal mark from your clean face, so thank your teacher for 
every correction, private or public, she may make of any expression of 
your bad English. 



8 EASY LESSONS 

10. By thus uniting correct practice with " sound doctrine " — care- 
fully observing the speech of our best writers and speakers — " imitat- 
ing their virtues, and avoiding their errors " — you shall become masters 
of the Language, and honored subjects of your loving Queen of good 
English. 



*H:* Let each pupil read a paragraph of this speech, and then report to the class, 
in his own language, the substance of what he has read. 



EASY LESSONS IN LANGU;^GE, 








LESSON I. 

1. Children play. 

Who play ? 

2. The boy runs. ^Vlio runs ? 

The boy does what ? 

3. Little girls trundle hoops. 

Wliat girls trundle hoops ? 
Little girls do what ? 
Little girls trundle iciTiat ? 

4. Larger girls walk and talk. 

Wliat girls walk and talk ? 
Larger girls do what ? 

It has not been difficult for you to answer these questions 
correctly. 

Does the picture answer those questions as you have ? 



10 



HAST LESSOJVS 




Do pictures speak ? Do they giye iis thoughts ? 

Then if we were artists, might we express many thoughts 
by pictures ? 

But we are not all picture-makers. How else may we 
express our thoughts ? 

Alfeed. We may speak our thoughts. 
Mary. We may w^Hie our thoughts. 
Charles. If we have good thoughts, we may have them 
printed and preserve them forever. 

Do we sometimes let people know what we think and how 
we feel by our aetions ? How do we know when Eristest 
is sad and when he is merry ? 

If your little brother should ask you where his ball is, 
could you tell him without saying a word ? How ? 

Now we have seen that there are many ways of giving and 
receiving thoughts — ^by actions y by pictures^ by loords. 



IW LANGUAGE, 11 

LESSON II, 

Language. 

1. Definition, ^/ij^ means of givhiff and fe- 
ceiving t/ioug/its is called Ijauguage. 

Words. 

In every-day life we study the language of actions and 
of pictures ; their language is natural and requires not 
much study. But word language is artificial, and requires 
careful study to enable us properly to speak it and write it. 

Words a7^e stg?is. Signs of things and signs 
of thoughts. 

When we talk about things we do not use the things 
themselves, but the words that are the signs of those things. 

We cannot see a thought ; but we can see the sign of it, 
the ivord that represents the thought. 

We cannot hear a thought ; but we can hear the tcord 
spo]ce7i ; -that is the sign of the thought. 

Thoughts came to us, not from words alone, but from 
things which we may see, hear, smell, taste, and feel. 

Our thoughts go from us to others through their signs — 
the words that represent them. 

Words may be spoke7i a7id W7'itten. 

Class may ivrite on your slates five words each. 

Now each may speaTc the words written. 

Can we translate words made by the voice into words made 
by the hand ? 

I will speah fiye words, and you may catch them in the 
air, and place them on your slates : Pen^ pencil^ slate, chalk, 
superintendent. Write. 

Can we translate written words into sounds ? 



12 EAST LESSONS 

I tvrite on the blackboard four words, and you may ^peak 
them : Nature, gymnastics, Cincinnati, Chicago, croquet,^ 



LESSON III. 
Names. 

1. Definition. Words that stand for persons 
and thmgs a7^e JVames. 

Everything has its name. Every person has a name. 
Each pupil may write his or her name on the slate. 

PRACTICE. 

Mary may write the names of three things we can see. 
Cora may write the names of three things we can hear. 
Clara may write the names of three things we can taste. 
Anna may write the names of three things we can S7nell. 
Ernest may write the names of three things we can feel. 
Willie may write the names of three things we cannot 
see, nor hear, nor taste, nor smell, nor feel. 

Name Words — Nouns. 

2. Definition. People who write grammars say 
that ^^ att 7iames aj^e JVotms.^^ 

We may call them either names or nouns ; for they mean 
the same thing. 



* Note to Teachers.—Iii all exercises, let the spelling be carefully 
examined and the pronunciation be fully criticised. 



Ij^ language, 13 

PRACTICE. 

As I read the following story^ 3'ou may write it on your 
slates, and point out all the names found in it : "^ 

^^ A little bird built a nest in the bushes in the back part 
of the garden. Julia found the nest. It had four speckled 
eggs in it. Julia did not disturb the nest, nor distress the 
little birds. One day she came home from a long yisit, and 
ran into the garden to peep at the four tiny eggs. Instead 
of the four pretty eggs, there were only broken, empty 
shells. ' Oh,' she said, picking out the pieces, ' the beauti- 
ful eggs are broken and spoiled.' 'Iso, Julia,' said her 
brother, ' they are not spoiled. The best part of them have 
taken wrings and flown away.' " 

Now you may write every name, one over the other in 
columns, on your slates. 

Who of you have found ten names in that story ? 
Who of you have found fourteen ? 
Who have found more ? 

I will now read the story again. Xow write on your 
slates the answers to my questions. 

What was the story about ? Write. 
What did the bird do ? Where ? 
Who found the nest ? What were in it ? 
What did Julia do to the nest ? or not do ? 
After awhile what did Julia do ? 

■" Note to Teacheks. — Wlienever an exercise like this is given, it is 
well to require one of your pupils to write it, or a part of it, on the 
black-board for class criticism, each pupil, in turn, reporting orally any 
differences between the exercise on the black-board and that on his or 
her slate. Let the criticisms include the spelling , the proper division into 
separate seiitences, the capital letters, the punctuation marks, and the 
marks for quotations. The teacher should always settle any differences 
by clearly stated decisions. 



14 EASY LESSONS 

Did she find tlie eggs ? Write. 

What did she find? Write. 

What did she say about it ? Write. 

What did her brother then say ? Write. 

What did he mean by " the best part of them ? " 

Now can you put all these facts together, so as to make a 
complete story of it, and not have it all just like the story 
in the book ? Try it and report to-morrow. 



LESSON IV. 
The Subject. 



Class, what gives us light by day ? 

Akthur. The sun gives us light by day. 

AVilliam may place the sun on the blackboard. 

William. I cannot do that. I can place the name of the 
sun there. 

Then when we write or talk about a thing, do we use the 
thing itself or only the name of it ? 

William. We always use the name. 

Donald may tell us what the sun is, 

DoxALD. The sun is a globe of light. 

Connie may tell us three things that the sun does. 

Connie. The sun gives light. 
The sun gives heat. 
The sun shines. 

Remember — When we talk, we talk about some- 
thing. And that which we talk about is our 
Subject. 

What have we been talking about ? 

Mary. We have been talking about the sun. 

Then what has been our Snlject 9 

Can we often say many things about one Subject ? 



IiY LANGUAGE. 15 

You may write on your slates these Sentences that I will 
give you, and tell me which is the Subject of each : * 

11. The girls sing. 

12. Can a parrot talk ? 

13. Will the dog bite ? 

14. The bird sings. 

15. Some birds build nests. 

16. Two boys fell into the 
river. 



3. Birds fly. 

4. Fishes swim. 

5. The sun shines. 

6. The wind blows. 

7. The snow melts. 

8. The boy plays. 

9. The boys play. 
10. The girl sings. 



What Words. 

2. Remember — The Subject of a Sente7ice is 
aiways a JV^otm or some word or words used for 
a jyoun. 

For Names— Pronoun. 

3. Remember — }fhe?i any word is used ''for 
a JVotm/' or i?istead of a JVotm^ it is called a 
^ro7ioun. 

The letter I is used for the name of any one who speaks, 
and is then a Pronoun. 

The word you is used for the name of any one or more 
spoken to. 

The words Jie and she are used for the names, of some 
persons spoken of. 

The word //is used /or the name of some thing spoken of. 

4. Some "Pronoims stand for many names. 
Thus wC:, ye^ they are used for more names than 
one. 



* Let one pupil write them on the blackboard. 



16 EASY LFJSSOjS^S 



LESSON V. 
The Predicate. 

1. People talk. 

Of zvhom is something said here ? 
Then what is the Subject ? 
What do we say of ^^ people ? " 

L Remember — ^^e word that tetts something 
of the Subject is called the "Predicate . 

2. The sun shines. 

What word tells something of ^^the sun V^ 
What then is the Predicate ? 

3. The wind blows. 

What is the Predicate of this Sentence ? 
Why do you call ^^ blows " the Predicate ? 

Because that word tells what the wind does, 

PRACTICE. 

You may write on your slates the Sentences I give you, 
and tell me which is the Subject and which word the Predi- 
cate of each. 



4. The parrot talks. 

5. The owl screeches. 

6. The oriole sings. 

7. The quail whistles. 

8. The hawk screams. 



9. The wind roars. 

10. The dust flies. 

11. The clouds collect. 

12. The lightning flashes. 

13. The thunder rolls. 
Does it rain ? 



IN LANGUAGE. 17 

The Declaring Word— Verb. 

2. Remember — Uve7y "Predicate has ui ii at 
teast one 7Pord that g7^am7narians call a Yei^b. 

What is a yerb ? 

3. Definition. A yWb is a word that decla7^es 
soTuetJiiTiff . 

John studies. 
In this Sentence which word declares something ? 

Anna loves her doll. 
What is the yerb in this Sentence ? 
Why do you say ^^loyes ^^ is a Verb ? 

Other Words. 

Bemember — ^The Predicate often consists of other 
sorts of words united with the Verb. 

John studies. — One word makes the complete Predicate. 

John is studying. — Two words make the Predicate. 

John is studious, — Two words make the Predicate. 

John is [a] student. — '^Is" and '' student ^^ make the 
Predicate. 

John has leen studying. — Three words make the Predi- 
cate. 

We shall learn more about different sorts of words in 
Predicate in future Lessons. Meanwhile 

Remember — In all Predicates the last word is the most im- 
portant. For that tells what is predicated of the Subject. 
Other words in Predicate assist^ (1) In making the state- 
rfient ; (2) In fixing the time ; (3) In indicating the man- 
ner as actual or possible. 



18 EASY LESSONS 

LESSON VI. 
The Sentence. 

1. Remember — Urery compleie statement made 
by words is called a Se7itence. 

2. All our speech is in Sentences. 

3. Uvery Se7iie7ice mzcst have at least two parts. 
The Subject and the "Predicate. 

Subject Predicate. 

r Horses Y run j 

Is this a Sentence ? What is a Sentence ? 

4. Definition. ^ Sente^zce is stccJi a (/rozep of 
wo7'ds as decla^^e somettmig or ask a qtcestio7i. 

" People talk." Why do yon call this a Sentence? 
Write — '' Some very good people." 
Is this a Sentence ? 

4. That is not a Sentence ; for those words do 
not declare anything, nor ask a question. 

PRACTICE. 

I. 

Read [or write] the following hnes and say which are 
Sentences and which are not;, and point out the Subject and 
the Predicate of each Sentence. 

1. The Wren built her nest in the oyster-keg. 

3. The nice little sparrow with striped head. 

3. The Oriole is the most beautiful bird in the grove, 

4. Those two Meadow Larks with speckled backs. 



7iV LANGUAGE. 



19 



5. The night was cold, the Moon shone clear, 

6. The large group of brilliant stars. 

7. The comet with its fiery tail. 

8. The world revolves on its axis. 



II. 



I write on the board the following Subjects. You may 
finish the Sentences by writing on your slates a suitable 
Predicate for each. 




[Let each pupil report his Sentence] 

Now you may erase those Predicates and write others in 
their places — and report. 

III. 

I write on the board these five Predicates. You may fill 
the blanks with suitable Subjects.'^ 




You may erase these Subjects and write other appropriate 
Subjects in the place of each. [Compare.] 



* The Teacher will find extended oral exercises of this sort, lively 
and profitable. 



20 



EASY LESSONS 




LESSON VII. 
The Object 

1. Birds fly. 

2. Birds build nests. 

^^ Birds fly."— Do they '^fly'' anything ? 

*^ Birds build " Do they build anything ? 

What do the birds build ? 

Definition. The na??ie of ike perso7i or t/imr/ 
ihaf 7^eceives tJie acHo7i exp7'essed by ihe "P^^edi- 
caiCy is called the Object. 

3. John saws Saws ivhat? 

4. John saws wood. 

You see that Sentence (3) is incomplete : for the verb 
^^saws," expresses such an action as requires an Object to 
make the statement complete. 

Remember 1. Some re?bs reqtiire Objects afte?* 
them a7id some do not. 



IX LANGUAGE. 21 

Some that do — 31aJce, find, teach, pitij, protect, see. 
Some that do not — Go, came, tarry, he, Ucame, Uoom. 

Remember 2. T/ie Object of a Se7iience is al- 
ways a jyame or some 7Pord or words tcsed for 
a JVa^ne. 

Remember 3. All these Pronouns may be Sub- 
jects of Sentences : 

/ study geography.— ?6'7zo? Hhe perso7i who is speaking. 
You study grammar. — who ? The i^erson spoken to. 
He recites well.— who ? The l)oij we speak of. 
Slie recites better.— who ? The girl we speak of. 
It is a good book. — what ? The thing we speak of. 

Remember 4. Those Pronouns that may be Ob- 
jects of Sentences are : 

Me and us used for names of those who are speaking. 

f/iee and jotc used for names of persons spoken to. 

Jlim^ Jier^ it^ and them^ used for names of persons 
spoken of. 

We shall, in future lessons, find other Pronouns used as 
Objects. 

PRACTICE. 
I. 

Write Sentences, using the Pronoun ''me" as Object. 

Write Sentences, using the Pronoun ''us" as Object. 

Write Sentences, using the Pronoun " you " as Object. 

Write Sentences, using the Pronouns "him" and "her" 
as Objects. 

Write Sentences, using the Pronoun " it " as Object. 

Write Sentences, using the Pronoun " them " as Object. 



22 



EASY LESSOJVS 



LESSON VIII, 

Sentences — Classes. 

1. Remember — Se?ilences that Jiave no Objects 
are catted Inti^ansitive Sentences . 



1. Julia weeps. 

2. Moses died. 

3. Stars shine. 



EXAMPLES. 

4. Flowers bloom. 

5. Time flies, 

6. Trees grow. 



2. Remember — Sente?ices that have Objects a^^e 
catted Iransitire Se?itences . 

EXAMPLES. 

1. Trees bear fruit. 

2. William caught rabhits, 

3. Dinah dresses dolls, 

PRACTICE. 
Fill the blanks with appropriate Subjects and Objects. 



2 

3 
. '4, ^' 
J 
6 


/>t//j^/j/'A 




_: Af^j^i^ 




- -: r^////-/7, - 




fr^//://y/j 




/f]rt/)-t^//r/-/>/if 




. /U7r7^/ytsrl ■: 





1. Now erase the Suhjeds and write new ones that will 
be appropriate. 

2. Next erase the Ohjects and write others. 

3. Try to supply Subjects and Objects that shall begin 
with the same letters as the Predicates.* Thus, Cora cor- 
reded compositions, Samuel studies science, 

" To THE Teacher.— The object of Lessons in Language should be 
to make our pupils familiar with words and ready in the use of them. 
Frequent practical exercises like the above, at the close of recitations, 
will be found interesting and profitable. 



7iVr LANGUAGE, 



23 



When we place a Transitive Sentence in diagram, we 
place the object to the right of the Predicate. Thus, 

Subject. Predicate, O^M- 

( '^s Y recite ) C___l!!!!!!l-III) 

^ r Diligent ) ' ( well ) ( ^^^1?— ^ 

PRACTICE. 
Write on your slates the words that I speak. After you 
have written I will write on the board. 
1. boys love fun. 
Is your sentence written just like mine ? 
William. I differ. 
'^Pfacher W^herein ? 

William* I commence the Sentence with a capital let- 
ter B. , . X J-U 4. 

Teachee. You are right. It is a law in Language that 
IJrery separate Senle?ice shotM beffin wiih a 

Capital Letter. 

3. Boys love fun 

Teachee. Is this all right ? 

James. It is not like mine. I have placed a period at 
the end of the Sentence, as we were taught m the Spelling 
Book. 

Uvery separate Senteiice shozM hare a Period 

at its close. 

II. 

A boy sent this letter to his teacher as an apology for 
being absent from school. I copy it Just as he wrote it : 

«,«. .«/ //. /%// a/oie a^^ ^^/ «. ^e,.on -.^/- /^-^ 

Each member of the class may copy and write on paper 
a criticism of this letter, and read it in to-morrow s exercise. 



24 EASY LESSONS 



LESSON IX. 

The following is Oliver's criticism of the letter given 
yesterday : 

1. The letter is not dated. " Every Letter should ie dated:' 

2. It commences with a small d. " Every Sentence should 
begin loith a Cajntal letter:' 

3. The name of the teacher begins with a small letter. 
" Every Name of a person should begin ivith a Capital letter:' 

4. The small "\" should be a Capital. "Every Pronoun 
' r should be a Capital letter:' 

5. The words couldn't, get, night, before, had not, and 
please were improperly spelled. 

6. The word "no," should be any. 

Adjuncts. 

So far we have talked about only the Principal Parts of Sentences, 
the Suhject, the Predicate, and the Object. 

While these are all that are necessary to form the framework of a 
Sentence, other parts are often important as helps in expressing the 
true and entire thoughts in the statement. Thus, 

^^Boys swear/^ 

is a complete Sentence, making an unqualified statement. But it is 
hard on the boys to leave it thus ; so, for the relief of good boys, we 
may vary the statement by the use of the word ^' bad." The Sentence 
will then read, 

^^Bad boys swear. '^ 

Here this word - bad " limits the word - boys " so as to exclude from 
the statement all boys not had. Again, 

''Boys swear"— an unqualified statement. 
" Good boys swear "—a qualified statement. 
Both these are Sentences. But we hope the latter is not true. We 



IK LANGUAGE. 



25 



may express tlie truth by taking away tlie word " good/^ or, what is 
better, by adding a modifying word to the Predicate. Thus, 

" Good boys never swear.'^ 
Now we have a true, sensible statement concerning " good boys." And 
we see the importance of the word " never '' in stating the truth. 

1. Definition. A word used to timii or modify 
the mea7imff of anotJier word is an Adjunct. 

1. Girls study. | 2. XtY^ffo girls study. 

3. TJiree little girls study. 

4. Those three little girls study diligently. 

Here we say the same thing every time ; and every' time 
we add something to the first statement ^^ girls study." 

Each word has its special use. Thus, 

" Little " tells lohat girls — as to size. 

" Three " tells hoio many girls. 

^^ Those'' tells which three little girls. 

All these three words are joined to the word ^' girls/' to 
describe ''girls/' telling lohich, how many, and what Und. 

So also the word "diligently'' is added to the word 
''study/' telling how those three little girls study. 

Classes. 

JTe hare 07ily two sorts of Adjuncts : 

1. Those that tell us luhose, lohat, or luhat Und of things 
are mentioned. Such words are joined to Nouns and to 
Pronouns, and are called Adj'ectives. 

3. Those that tell hou^, ^ohy, when, or tvhere something is 
done. Such words are joined to verls, sometimes to other 
words, and are called Adverbs. 

So we may always tell what word is an Adjective — not by 
its shape but by its use. If it {^joined to a Noun to modify 
its meaning, it must be an Adjective. 

A?t other Adjimcts are Adre?'bs. 



26 IJASY LESSONS 

LESSON X. 
Principal Elements. 

1. T/ie Subject, the ^Predicate, and the Object 
of a Sentence are called Prmcipat Mements. 

Offices. 

The 'p7H7icipat JStements make tJie stateme?it. 

The Adjuncts va7y or m some way modify the 
stateme7it. 

Let each pupil write a Sentence that has no Adjunct. 
Let each pupil write a Sentence that has one Adjunct. 
Let each pupil write a Sentence that has two Adjuncts. 

2. In Diagrams we place an Adjunct beneath 
the word that it modifies. Thus, 

( suu jT shines ^ 

(^ The ) ( brightly /) 

In this Sentence '"the" is an Adjunct of ''sun.'' Hence 
we place it beneath " sun.'' 

''Brightly" is an Adjunct of "shines." Hence its place 
in Diagram is beneath "shines." 

PRACTICE. 

I. 
You may place a Diagram like this on the black-board (or 
on slates), and each pupil place one of these Sentences in it : 



1. Large bodies moye slowly. 

2. Good boys study diligently. 

3. Some people act strangely. 



No man works always. 
Some men never work. 
Whence came those gypsies ? 



Now let each pupil write an original Sentence adapted 
to the same Diagram. 



IJV LANG UA GE, 
II. 

" The summer days are coming, 
The blossoms deck the bough. 
The bees are gayly humming, 
And the birds are singing now, 



27 



?? 



How many lines in this exercise ? 

How many Sentences ?— count them. 

Does the first line make a complete Statement ? 

What is the Subject ? 

Why do you call ''days " the Subject ? 

What days are coming ? 

What is the Subject of the second Sentence ? 

What is said of ''blossoms ? " Then 

What is the Predicate of that Sentence ? 

Do the blossoms deck anything ? 

What do they deck ? Then 

What word is the Object ? 

What is the Si^ject of the third Sentence ? 

What is said of "the bees ? " 

What is the Subject of the fourth Sentence ? 

What are " the birds '' doing ? 

When are "the birds" singing? 

Has this Sentence an Object stated ? 

Why does each line commence with a Capital Letter ? 

Because it is a law of language that 

Uvery tine in "Poetfy sJiotdd begi^i mt/i a 
Capital Letter. 

W^hy does not eyery line end with a Period ? 

Two or more Sentences . C07i7iected in se?ise as 
parts of the sa?7ie (/enerat topic^ require a Pe- 
riod only at the e7id of tJie last. 



38 



EAST LESSOJYS 




LESSON XI. 

1. Each pupil examine this picture carefully, and write on your 
slate the name of everything you can see in it. 

2. Now each may write complete Sentences : 

(a) In the first Sentence, tell loliat the horses are doing, 

(b) In the second Sentence, tell what the dog is doing, 
ic) In the third Sentence, tell what the birds are doing. 

(d) In the fourth Sentence, tell lohat the children are doing. 

(e) In the fifth Sentence, tell what the larger hoy holds in his hand. 
if) In the sixth, tell what the little girl holds in her hand. 

(g) In the seventh, tell what the larger boy seems about to do, 

(h) In the eighth, tell what the other little boy seems about to do. 

(i) In the ninth, tell lohat the little girl seems about to do. 

U) In the tenth, tell what you see on the ground between the children. 

(k) In the eleventh, tell what you see behind the larger boy, 

3. Now tell what is the Subject of each Sentence ? 
What is the Predicate of each Sentence ? 
Which of the Sentences have an Object ? 
Which of the Sentences have no Object ? 



IN LANGUAGE, 29 

RevievT. 

See p. 18. What is a Se?ite?ice ? 

22. What is an Tut7Xi?isihve Se7ite7ice ? 

Let each pupil make an Intransitive Sentence, 
22. What is a Tra7isiHve Senie7ice ? 

Let each pupil make a Transitive Sentence. 
18. Hoii^ many Principal Parts mud a Sentence have ? 
20. HoiD many Principal Parts may a simple Sen- 
tence have ? 

14. What is the Sttbjeci of a Sentence ? 

15. What sort of words are used as Subjects of Sen- 
tences ? 

Let each pupil make an original Sentence having 
'^lion^^ for the Subject. 

16. What is the ^i^edicate of a Sentence ? 

17. What sort of word must be in Predicate ? 
Let each pupil make a Sentence having the Verb 

" makes '^ as Predicate. 

20. What is the Object of a Sentence ? 

21. What sort of words are used as Objects ? 
Let each pupil make a Sentence having the Noun 

"liouse^^ as its Object. 

25. What is an Adjii7ict? 

Let each pupil make a Sentence having the word 

good as Adjunct of the Subject. 
Let each pupil make a Sentence having the word 

green as Adjunct of the Object. 
Let each pupil make a Sentence having the word 
^^ badly ^^ as Adjunct of the Predicate. 
25. What sort of words must an Adjunct of Nouns 

and Pronouns be ? 
25. What sort of words are all other Adjuncts ? 



30 EAST LESSONS 

LESSON XII. 
Analysis. 

Little children seldom write long Sentences. 



^ 



( ^ children Y write V' sentences. ^ 

C Lime ^ C ^s eldom "~^ ( _ lopg ~^ 

(A) 

Of whom is something here said ? 

Something is said of children. 

What is said of children ? 

Children write. 

Children write tuhat ? 

Children write Sentences. 

What children write Sentences ? 

Little children. 

Little children write tvhat sort of Sentences ? 

Long Sentences. 

When do Httle children write long Sentences ? 

Seldom, 

(B) 

In this Sentence, for what do we use the word ''little ?" 

It is used to tell what children seldom write 
long Sentences. 

What is the use of the word ''children ?'' 

It is used to tell who seldom write long Sen- 
tences, 



IN LANGUAGE. 31 

What is the use of the word '^ seldom ? " 
To tell when little children write long Sen- 
tences. 

What is the use of the word " write ? '' 
It is used to tell what little children do. 
What is the use of the word ^"^long ? " 
It is used to tell loJiat sort of Sentences chil- 
dren seldom write. 

What is the use of the word ^'^ Sentences ?'^ 

It is used to tell what little children write. 

(c) 
What is the Subjeci of this Sentence ? 
Why do you call '^children '^ the Subject ? 
What sort of loord is the word " children ? " 
Why do you call that word a Name ? 
What is the "Predicate of this Sentence ? 
Why do you call " write " the Predicate ? 
What sort of ivord is " write ? " 
Why do you call it a Verl ? 
What is the Object of this Sentence ? 
Why do you call " Sentences '' the Object ? 
What sort of loord is " Sentences ? '^ 
Why do you call " Sentences " a Noun 9 
What are the Adju7icts of this Sentence ? 
Why do you call ^^ little" an Adjunct of '^children ?'' 
Why do you call ^^ seldom" an Adjunct of '^'^ write ? " 
Why do you call '^^long" an Adjunct of Sentences ? 

Note. The teacher wiU select other Sentences for Analyses, as may 
seem appropriate. 



32 EAST LESSONS 

LESSON XIII. 
Combined Sentences. 

1. Eobins built nests In our garden. 

3. Orioles built nests in our garden. 

3. Wrens built nests in our garden. 

4. Sparrows built nests in our garden. 

5. Blue-Jays built nests in our garden. 

Here are five Single Sentences, all haying the same words 
except the Subjects. 

Can we express the same facts in fewer words ? 

6. Eobins and Orioles and Wrens and Sparrows and Blue- 
Jays built nests in our garden. 

This Sentence inclades all the others. It is one Sentence 
made up of parts of other Sentences. We call such Sen- 
tences Compound Sentences. 

What is a Compound Sentence ? 

Definition. .4 Co77ipot(7id Se7iie7ice is a Se7i- 
ie7ice 77iade by te7iiii7i(/ pa7'ts of two 07* 77tore 
Si7igle Se7iie7ices . 

7. Ducks lay eggs, "l 

8. Hens lay eggs. V Ducks, hens and birds lay eggs. 

9. Birds lay eggs. J 

Notice that in the aboye Compound Sentence the word 
and is placed between the words having the same construc- 
tion. When there are more than two words thus united in 
a Compound Sentence we usually omit all the conjunctions 
but the last, and put commas in their places. Thus, 

Eobins, Orioles, Wrens, Sparrows and Blue-Jays, 



a 



11^ LANGUAGE, 33 

PRACTICE. 
I. 

Write these Single Sentences on your slates and combine 
them into Compound. 

(a) 1. Wind blows the dust. 

2. Wind purifies the air. 

3. Wind drives the shi23S. 

(b) 4. Wind propels the ships. 
5. Steam propels the ships. 

(c) 6. Mr. Smith sells hats. 

7. Mr. Smith sells caj)s. 

8. Mr. Smith sells robes. 

(d) 9. Sheep feed upon the mountains. V 

10. Goats feed upon the mountains. > 

11. Cows feed upon the mountains. ) 

II. 
Eesolve these Compound Sentences into the equivalent 
Single Sentences. 

1. ^^The massy fountains and the sylvan shades. 

The dreams of Pindus and the Aonian maids, 
Delight us no more.^' 

2. ^' The tender lambs He raises in His arms 

Feeds from his hands and in his bosom warms. ^^ 

3. Willie rides a nice, little, black, three-year-old, Shet- 

land pony. 

III. 

4. Each pupil make a Sentence having two Subjects. 

5. Each pupil make a Sentence having two Predicates. 

6. Each pupil make a Sentence having two Objects. 

7. Each pupil make a Sentence having three Subjects. 

8. Each pupil make a Sentence having three Predicates. 



34 UASY LESSONS 

LESSON XIV. 

Connectives. 

Three and four are seyen. 
''And means add.^^ 
Anna went to the lecture. 
Lucy went to the lecture. 

Because each Sentence has the same Predicate we may 
unite the Subjects and make one Predicate common to 
both. Thus, 

Anna and Lucy Y/ent to the lecture. 

You seethe Y/ord ^^ and ^Ms used only to join together 
^^ Anna^' and ^^Lucy^^ as Subjects of the same Predicate. 

'' Conjoin mevLiisjom together.'^ Hence, 

Definition. A ?ford ihai joins together other 
words is ealled a Co72jtnictio7i . 

Conjunctions may join together two or more. 
Suijeds, Cora and Eddie sing sweetly. 
Predicates, Mary sings and plays and studies. 
Oljeds. Ernest studies Geogra^jliy and Grammar. 
Adjectives. A great and good man has gone. 
Adverls. Slowly and sadly they climb the mountain. 

The conjunctions in most common use are a7idy bzit^ 
or J, nor. 

These and some others join words that have similar uses. 

Another elass of conjunctions join words to 

sentences. 

I will go with you if you call. 
Here " if you call " makes " will go " conditional. "W 
connects the conditional Sentence to ''will go." 



TJSr LANGUAGE. 35 

I went because lie invited me, 
'• Because lie inyited me " tells ivliy " I went.'' 
''Because" introduces the Adverbial Sentence and con- 
nects it to the verb " went.'' It is therefore a Conjunction. 
I will go ivlien John returns, 
''When John returns " is an Adverbial Sentence, because 
it tells lulien "I will go." 

"When" introduces the Adverbial Sentence, and con- 
nects it to " will go." It is therefore a Conjunction. 

Definition. AH words that Join Adre?'bial Se?i' 
tences to the ve7^bs which they modify are Ad- 
ve7^biat Con/zcuetions . 

Adverbial Conjunctions in most frequent use are if^ 
thoicgJiy unless y since ^ for^ becatcse^ where ^ when^ 
after ^ before ^ while. 

1. William has not been here since you left. 

2. " Wliere tliou lodgest.l will lodge." 

3. I reached the station cfter tlie cars had left. 

4. " When the coch creic^he wept." 

5. "Before the coch croiv^ihovi shalt deny me thrice." 

6. "Look before you leap.-^ 

7. "If sinners entice thee, consent thou not." 

PRACTICE. 

1. Make a Sentence that shall have " and " join two Nouns, 

2. Make a Sentence that shall contain "or." 

3o Make a Sentence that shall contain two Conjunctions. 

4. Write a Sentence making " and " connect tvv'o Subjects. 

5. Write a Sentence making " or " connect two Subjects. 

6. Write a Sentence making " or " connect two Predicates. 

7. Write a Sentence making '" or " connect two Adjuncts. 



36 ' UASr LFSSOJVS 

LESSON XV. 
Exclamations. 

* ' Hark ! the pealing, 
Softly stealing', 

Evening, bell ; 
Sweetly echoes 

Down the dell." 

Remember — A word used 07i2y to denote some 
stc7^p7^ise or a7iy sttdde7i or mte7ise fee2i7iffy is 
called a7i ^xcla77iaHo7i. 

What Exclamatory word in the lines above ? 
Exclamations usually have this mark (!) placed after 
them. 

Rememler — When the last part of two or more words have 
similar sounds they are said to be 7iiy77ii7ig 7f07'ds. 

What rhyming words are in the above lines ? 
Which line does not rhyme with the other? 

Rememier — When we borrow words or Sentences from 
some other author we place '^ double commas " before and 
after the borrowed words. These we call QuoiaHo7i 
ma7*ks. 

Do you see any double commas on this page ? 

Interrogations. 

*' Oh, why does the white man follow my path, 
Like the hound on the tiger's track ? 
Does the flush on my dark cheek waken his wrath ? 
Does he covet the bow at my back ? 

Does that Sentence declare something or ask some- 
thino; ? 



7.V LANGUAGE. 



37 



Remember— ^h^n we write or print questions, we place a 
mark like this (?) after them. 

Do you see a qiiesUo?i ma7'k at the end of the second 
line ? 

What sort of Sentences always require such marks ? 

Do you see any other question marks in the stanza ? 

Do you know what is the difference between an Bitei^- 
rogative Se7ite7ice and a ^eclaraiive Se7ite7ice ? 

^^Does he covet the bow at my back ? '' 

He does covet the bow at my back. 

Here are the same words in each Sentence. 

Are both Sentences alike ? How can we change Ask- 
i7ig Se7ite7ices into ^eclari7ig Se7ite7ices ? 

Do you see an Exclamation in the first line ? 

Do those lines end in rhyming words ? 

Are all these Sentences Transitive ? 

Why are DouUe Commas placed at the beginning of the 
Stanza ? Should there not be one at the end of the last, 
line ? 

Change these Asking Sentences to Declaring Sentences : 

1. '' Did you see the comet? " 

2. *' Can love be bought with gold ? " 

3. Should every pupil learn to make Sentences ? 

4. Will you go to the lecture to-night ? 

Change these Declaring Sentences to Asking Sentences. 

1. The printing press is a blessing to the world. 

2. The telegraph is a modern invention. 

3. Swift's comet was discovered this year. 

4. The moon is over two hundred thousand miles from us. 

5. Every man is master of his own fortune. 
Model. Is the printing press a blessing to the world ? 



88 



EASY LESSONS 



r 



.IK 



.^ 







" THE CHILDKEN AT HOME." 

Eknest. Sister Anna, did Miss Lester say, that in all our talking, we 
use only nine different words ? 

Anna. No, Ernest, not nine different words, but nine different sorts 
of words. 

Eenest. What ! only nine sorts of words in all we say ? and all Miss 
Lester says too ? 

Anna. Yes, that is all any body uses ; for she said to our class in 
''Easy Lessons in Language," that all the books we read — all the 
sermons and speeches we hear — are made of only nine sorts of words, 
and that the great Dictionary contains only so many sorts. 

Ernest. Does she mean that the shortest words are one sort, and the 
words of two syllables are another sort, and so on to nine ? 

Anna. O, no; the '' different sorts" mean different vses in making 
Sentences ; and there are only nine different things that words do. 



IJV LANGUAGE, - 3^ 

Ernest. Wliat are tliey ? 

Anna The most important thing that words do is to give names to 
every thing : for she says " every thing has a name ; and all names are 
^Yoims," That is one sort. But a few words are used instead of 
Nouns. These she calls 'Pro7ioitns, which means /(?r Nouns. 
Ernest. Is that another sort ? . 

Anna. That is called another sort, but the Pronouns really have the 
same uses as the Nouns, only it is a little more elegant to use them once 
in a while, than to use the Nouns every time. 
Ernest. What next ? 

Anna. Another sort always go with Nouns and Pronouns to describe 
things— telling iMch things, icliose, or icliat kind of things are men- 
tioned. These she calls Adjectives. 

Ernest. That makes three sorts— Nouns, Pronouns and xVdjectives. 
Anna. The next sort are called Yerbs, because they are the si^aU- 
ing words,— tliej tell what folks do and what things are. 

And another sort generally go with Yerbs to tell icJien, where, or Jiow 
things are done. Miss Lester calls these Adverds, because they are 
added to Yerbs. These five sorts are all we need in makmg Sentences. 
Ernest Then why not say we have but five sorts of words ? 
Anni Because we have a few words used for other purposes. One 
sort join other words together,-] ust as the sign "plus" in Arithmetic 
ioins numbers to-ether. These are called Co^^janct/ons, oecause 
they join Then we have ^rej?ositiom-^o called because they are 
placed before other parts of Phrases. I do not know exactly what that 
means ; for we have not studied that subject yet, but it is so, because 
the teacher says it is." . 

Ernest. That does not make it so. Teachers sometimes make mis- 
takes, just like other folks. What next ? 

Anna W^ords of the eighth sort are called Bxcta77iatwns, be- 
cause we exclaim with them when we get excited about something. 

Then there are those words we use only to make our speech sound a 
little more pleasant. She calls these "Euphonies," or words of 
Bf(7)7i07}V, That makes nine sorts, and that IS all. ^ 

Ernest Does Miss Lester really mean to say that all the words m 
this Unabridged Dictionary belong to one of those sorts of words? 
Anna Yes. And if vou should cut out every word there-one at a 
time-I can place them^all in the nine ballot-boxes in papa's office, and 
have only one sort in a box. . i i i„ ^„ 

Ernest. I would like to see it done, for then we could put labels on 
the boxes, and know just where to find the words we want when we 
write compositions. 



40 EASY LESSONS 

LESSON XVI. 

Names — Nouns — Classes. 

Every thing lias its name. Some names belong in com- 
mon to whole classes of persons and things, some to indi- 
vidual persons. 

Tims, wlien we were very young we all had tlie same name — we 
were called infants. After that we were called children. These names 
were commo7i to all of us. But at some time our parents gave to 
each one of us a special name, to distinguish us from other children — 
one perhaps being called Henry, another Robert, another Clara, and 
another Anna, so that each one has a special name — a Proper name. 
Hence, we say, 

,^ . ^ , ( Commo7i names and 

Names are of two sorts, \ ^^ 

{ "Proper names. 

Common. 
What is a Common ISToun ? 

A Com77io7i JV^ozni is the 7ia7ne of classes or 
sorts of perso7is or of tJd7igs. 

Child, boy, girl, man, city, state are Common Nouns. 

Proper. 

What is a Proper Noun ? 

:)i ^Voper JVotc7i is tJie 7iame of a7i i7idividtcal 
perso7i or place. 

Ernest, Cora, John, Chicago, Iowa, Ganges are Proper 
Nouns. 

This distinction of names is of practical use only when we write or 
print them. Thus, it is customary to write and print common names 
with the ordinary letters. But — 

JEJvery "Proper JVoii7i stioitld begi7i witti a Capi-- 
tal Ijctter. 



I^^ LAXGVAGE, 41 

PRACTICE. 

1. Write on your slates these lines as I read them : 

1. If England were my place of birtli, 

2. I'd love lier tranquil shore ; 

3. Or if Columbia were my heme, 

4. Her freedom I'd adore ; 

5. Tho' pleasant days in both I'vepass'd, 

6. I dream of days to come ; 

7. O steer my bark to Erin's isle, 

8. For Erin is my home. 

3. Now draw a line under each Noun. 

3. Draw a second line under each Proper Noun. 

Have you begun each line with a Capital Letter ? 

Where do you place commas ? 

Where have you placed semicolons ? 

Rememher — 7V/ie/i we wisJi to omit 07ie o?* more 
letters i7i a 7P7^itte7i or p7H7ited 7P07'd^ TPe place 
a C077i7na over the space 77iade by the 077iissio7i. 

In the 2d line of the above stanza what letters are omitted 
between "V and ^^ d " ? In the 4th line ? 

In the 5th line after ^^Tho" ? Between "\ and ^^ve" ? 
In the vth line have you placed a comma over ^^ Erin's'^ ? 

Modifications — Number. 
Boy, Girl — how many ? 

Boys, Girls — how many ? 

Every name commonly stands for one person or thing. 

When we wish it to include more tlian one we change its 
,form. Thus, 

If I say 2^en, you know I mean hut one. 

If I saj pe?is, you know I mean 7nore than one. But you 
do not know the exact number. That must be determined 
by the use of some other word — as, hvo pens, ten pens. So 
we have only two forms of Names to denote 7iumber. 



42 



EASY LESSONS 



LESSON XVII. 
Singular. 

_27^^ common form which 77iea7is but 07ze 7Pe 
call Smgtcia}' jVzember. 

Plural. 

The oihe?* fon7i ihal 7nea7is a7iy 7itcmber 77i07^e 
tha7i 07ie 7Pe call the Plural Jyumbe7\ 

Of wliat Number are the words hook^ girl, doll, lionise, pencil ? 

Of what Number are the words hoohs, girls, dolls, houses, 
pencils ? 

If I say " there are ten hoy in this room/' am I giying the 
right form to all my words ? If I say " one girls, ^^ am I 
speaking correctly ? 

Have we learned how we make a Name mean more than 
one ? 

Robert says ^^we add s to the Noun to make it mean 
more than one. But if we mean ten, we say ^Hen" and 
also add s. 

That is true so far as we have seen yet — 

Because 7iearly all otc7^ A^otms fo7*m tJieir (PltC'- 
7^als by the additio7i of s. This is called the 
^egiclar jpay of forming Plurals. 

PRACTICE. 

Write the Plural forms of these words — 



Sun, 
Moon. 
Star. 
World. 



Cloud. 
Vapor. 

Mist. 
Meteor. 



River. 
Lake. 
Bay. 
Ocean. 



You may now write on your slates the Singular forms of 
these words : 

Vines. 
Canes. 
Shrubs. 



Horses. 


Trees. 


Mules. 


Plants. 


Carts. 


Flowers. 



IN LANGUAGE. ^^ 

Irregular. 
^ta some words do not form iheir Thcrats by 
adding s. 

Man means one. Ox means one. 



Men means more than one. 



Oxen means more than one. 



Child, children ^^^«^ ^^-^^e. Staif, staves. 



Man, men. 

Woman, women. 



Shelf, shelves. 
Wife, wives. 
Life, lives. 



This is called the Irregular 77iethod of forming 
Plurals. 

Here are a few of the most common Irregular words : 

Goose, geese. 
Mouse, mice. 
Tooth, teeth. 
Foot, feet. ^ Ox, 

PRACTICE. 
Change the Subjects to their Plural forms and the other 
parts of^he Sentences to correspond. 
1. The child of my uncle is my cousin. 

2*. The chief man of the common council was caUed Alderman. 
3. The woman who lectures to-night is an eloquent lady. 
4 A mouse was caught by our cat. 

5. The goose is said to have saved Rome by screaming. 

6. The foot of a duck is webbed. 

7. A false tooth is not always an ornament. 

8. The ox knoweth his owner. 

j^ODEL— The children of my uncle are my cousins. 
Change the Subjects of these Sentences to their Singular 
form and change the other words to correspond. 

1. " The mists of the morning are rolling away." 

2. The boys have had a lively time at recess. 

3. The little girls delight to play croquet. 

4. " The waves mount up and wash the face of heaven.'^ 

Model— The mist of the morning is rolling away. 



44 EASYLESSOJVS 

LESSON XVIII. 

The " Persons " of Nouns. 

Rememher — Jf/ie^i a JV*otc7i is 7tsed to explam 
who is meant bj the words ^"^ I^^ a7id ^^me/^ 
it is said to be of the jFirst 'Pe7'so?i . 

''I John saw these things." 

'^ Pity me a poor slave to appetite." 

Here ^^ John" is the Proper name of the person who was 
speaking, and explains who was meant by ^^I." And 
'' slave " is the Common name of the person who was speak- 
ing, and explains who was meant by ^^me." 

Rememher — When a JV^oini is the JV^a^ne of a 
perso7i spoke7i to^ it is said to be of tJie Second 
^erso?i . 

'^ Ye crags and peaks! I am with you once again." 
" Jolm^ have you seen my new kite ?" 

Here ^^ crags," ^^ peaks," and ^^ John" are names of the 
person or things spoken to. 

Rememher — oiU 7ia7nes of perso7is a7id of thi7i(/s 
spoke7i of^ a7e of tlie Third ^e7^so7i. 

'^ There is a beautiful world. 

Where saints and angels sing : 
A world where peace and pleasure reign. 
And heavenly praises ring." 

Which Nouns in those four lines are spoken of ? 

Remember — Every Noun is of the TJm^d "Person except 
when it is used to explain who is meant by the Pronouns I^ 
7ne^ we^ or ns — of the First Person ; and, ttiou^ thee^ 
yoiiy or ye~^i the Second Person. 



/iV^ LANGUAGE, 



45 



When Nouns and Pronouns of the Third Person are used 
as Subjects of Sentences, we add s to the first Verb in 
Predicate when it denotes Present time. 

I (Robert) love to sing First, or speaking person. 

You, Sarah, love to sing Second, or spoken to. 

The other Sarah loves to sing. ..... .Third, or spoken of. 

In the last Sentence s is added to the Verb "Ionq"' be- 
cause ''the other Sarah '' is spoken of. 

Criticism. Is it correct to say, My grandmother who live 
at our house give me some new present every time I gets one 
at school. 

Correct the errors in that Sentence, and also in the fol- 
lowing : 

1. Do Aunt Fanny visit you often ? 

2. Has you seen my new doll? 

3. Anna say it look beautiful. 

4. The little girl love to sing, and she sing very well. 

The Cases of Nouns. 
Case in Grammar means condition. 

1. If a Noun or a Pronoun is Subject of a Sentence, it 
is in the Stibjeciive Case. 

*' Mary had a little lamb."—" Mary " is in the Subjective Case. 

'' It followed her to school one day."—'' It " is in the Subjective Case. 

2. If a Noun or a Pronoun is the Object of a Sentence 
or of a Phrase, it is in the Objective Case. 

" Mary had a little lamb."—" Lamb " is in the Objective Case. 
*' It foRowed her to school one day."—" Her" and " school " are in 
the Objective Case. 

3. Nouns do not vary in form to denote their Case. 

4. Pronoun-e (except jv^e^r^ it^ that, ri^hich, and what) 
have different forms to denote their Case. [See p. 51.] 



46 



EASY LESSONS 




LESSON XIX, 
Pronouns. 
iM^fl ^^ Mary has a little lamb.'' 
She pets it 

Who pets it ? 
Mary. 

Then ''she "means ''Mary.'' 
Does it ahuays mean Mary ? 
She feeds it 

She feeds tvJiat? 
Lamh. 

Then "if' means "lamb.'' 
Does it always ? 

'^ It followed Aer to school one day." 

It followed ivhom ? 
Mary. 

Then '•'her" means "Mary" this time. 
We know that every thing has a Name^ and when Ave 
make a statement about a person or things we generally use 
the name ; but Ave haA^e a feAv little Avords that Avill some- 
times answer just as Avell as the name, and better. Thus, 

Ernest lias a new book. Ernest's new book lias beautiful i^ictures 
in Ernest's new book. Ernest's new book lias nice stories. Ernest's 
new book has a red cover. The red cover has gold letters on the red 
cover. 

When I read this story to Ernest's little sister, Avhose 
teacher thinks she is "too young to study Grammar," she 
said : " Papa, that story is true enough, but I think it is 
awkAvardly told. If I were to write it, I would say^ — 

'' Ernest has a new book. It has beautiful pictures in it. It has nice 
stories. It has a red cover, lolilch has gold Jetters on ^t" 

Wherein do these forms differ ? and which is the better? 



/.Y LANGUAGE, 4? 

Pronouns — Personal, 

A "Proiioim is a word used uistead of a JV^ozm. 

We liavo only about twenty words that are always used as 
Pronouns. Hence the same little Pronouns may stand for 
more than a thousand different Nouns at different times. 

Remember — jFiftee?i of the ^ro7iouns a7'e called 
'Perso7ial !Pro?iozms. 

Ifot because they always stand for the names of pei^sons, 
but because each one is restricted in its use to represent one 
of the three following classes of Nouns. Thus^ 

1. I and 7?ie^ 7Pe and us always stand for names of 
persons speaMng. 

These are therefore of the First Class, called J^irst "Per- 

S071 . 

2. Thou and ihee^ ye andjyou always stand for the 
names of persons spoken to. 

These are of the Second Class, called Seco7id Pe7'S07i. 

3. ITe and ?ii77ty she and he7^y it^ thej^ and t?ie7n 

always stand for the names of persons and things spoken of. 
These are of the Third Class, called T?ii7^d ^e7^S07i.^ 

Cautio:n". — In using Pronouns in Sentences we should 
select the right words. Thus^ 

(1.) We may use /, ive, thou, he, she, ye, and they as Sub- 
jects of Sentences. 

(2.) Me, us, thee, him, her and them may be used as Objects. 

These may also be used as Objects of Phrases. 

(3.) Yon and it may be used as Subjects and Objects. 

^ Grammarians have a curious custom of applying tlie term '' per- 
son " to tilings as well as to people. So tliat wlien they say " Third 
Person," they mean that the man, or animal, or thing is spoken of. 



48 EASY LESSONS 

LESSON XX. 

In the following Sentences, (1) Wliicli are the Personal 
Pronouns ? (2) For what name is each Pronoun used ? 
(3) Is it of the Firsts of the Second^ or of the Third Person. 

1. '' I came not liere to talk." 

2. ' ' You know too well the story of our tlnaldom." 
8. " We are slaves." 

4. " Tliou art perched aloft on the beetling crag." 

5. '' Ye crags and peaks ! I am with you once again." 

6. '' He brought me to the banqueting house." 

7. " She hath done what she could." , 

8. ' ' They are all gone from the mountain house." 

9. " Them that honor me, I will honor." 

10. " It was sad to see her lift him from the gutter." 

What is the Subject of each Sentence ? 
What is the Predicate of each Sentence ? 

Let each pupil make Sentences, using one of the Subject Pronouns 
in the first class. 

Each pupil make Sentences, using as Object one of the Pronouns in 
the second class. 

Each pupil make a Sentence for each of the Pronouns in the third 
class as Subject — and then, in other Sentences, use them as Objects. 

Models — 1. Are yoit fond of skating? It is pleasant 
exercise. 

2. Practice it moderately and it will benefit yo2i. 

TLIE OLD SAMPLER.^ 

an/ ^nad <::^Aan.-^d(a€'V-tfia et^e7ii^?a : a7t(/ 'na^ a aox.e'n '^oyd ana Qtl^M 
to-na 'tv-eie aa'/Aeiec/ awcci^ ^/leti <=xdua^ei. g.lanc/rno'/nei , -zix-norpi ^A^eu 
•^v^ea i^eiu aeai/u^ teiaea nei '/o '/etz ^ne^n a d'/oi^. ^ ^ "^M^a^ lot/t ^e 

^ We requested a little girl, ten years old, to write an original story 
that should contain all the Pronouns. The above is Anna's story. We 
give it to the printer in her own manuscript, just as she wrote it. 



7iY LANGUAGE. 49 

■nav-e l' due aJKec/^ d?7i^u?ia/y. ^^ ^-n^ '/e/t €Cif a'^ou'^ ^/ia% ou/ 
da?n/i^i '/Aa'/ tJ nanacny u/i -eh %/ie c/u?nney coineiy ^Ae?i at/ cUea^ 
da d-ne Aeaan. ^ '' W^ie?p o/' ^o-aJ a /i.^/^-^ aU-i <=/ ^tc^ad ^A,e -/adn/ou >/& 
'taoi^ da-^z/i'^ldy ana '??zti lAoui diJveid a?ia oA^ ^aeie ai^nad'^ ciax.y ^a ^aoi-K^ 
do^ne^ -uw/ ad ^lae /lacc ^2^ /ca%%ei'nd ; atz '/na% cou/u v-e aopze ^aad vo 
'tath'/i ana 'taa^'/. ^u% one c/ay oc^A A(^^Aei '^o■en'^ an Aid dey?t€' -ueai/y 
^€d-e'/ ^a '/a^<^n^ ana d/ayec/ a ■to-eeA^ ol '?noie. Q/€^d'/ ^nc'n one of %ne 

cui^ien 'tAcoAe ouA ^^ ci^nen. ^i^ad ^lanen yoe^ ao'/ youi. A^ld% AeA/et^ ^lo-adn A 
■ci^ alanc/^na / ^' ^^ c^AeUev-e ^-not^ 'miotaedi^ ad -vnucu anoc^,'/ /% ad cs/ 
c/o caouelA / '' dai^c/ due^ ^ "" anc/ Q^ aue-ifd qX ^mcAi ■9zo^ '/eU ^nee ^ne 
■ied/. ' ^ ^^ Ou ^w-e c/o?tA -dnozo. -c^ aia7Z6/?na -ij- KJloAuie aoed^ data Ane 
oAneid ; do dne iedu^?zec/ ^^ c%<^^ oi Aniee c/ayd a/Aei /le to-en^ atoay^ 
'fny. 'tAioA-net A^ioaanA a '^'^^ei -/lo^n n^/n -fio-^z '/ne Aod^ o/Z^ce^ aUec/ea 
^o 'Tne ^uA ^/ 4.eaA^ ^to-ad '/o aAi oA ud. (^>'we da-ca ^nav Ae AaA^ 
AouaAA Ai'u-e oAA/eienA da'^nAAi AaAAeind^ 'ZoAicA ^to-eie ^eiy. AieAAu^ ana 
A,e -taouAA A^Una AAe?n 'ti^tAA A-t'^m. on A-cd ieAccin. oAn aAouA a ^^eeA^ 
Ae ca'?ney Au'na-cna AAe AaAAeind ^ ^loAtcA ^tu^e aAc ac/^nUeofy ano^ o/^ cAode 
AAe one '^o■■i'/A AAe Aoiaei oA eaid oA 'ZiiAeaAy anc/ ^laoiAecA a A%AA de/yzt 
ccicte oA AAe77Z m AAe coinei^ €n ^^A-ecA oA^ aaoiAeo( '9ny ■na'fne ancA aae. 
^oed Anee dee -cA / 

Class will criticise the story on the following points — 

1. Does it contain all the Personal Pronouns ? 

2. Are the Capital Letters properly placed ? 

3. Are the Periods all proj)erly inserted ? 

4. Some of the Commas and Semicolons are improperly 
I)laced ; will you correct the mistakes ? 

5. Are the Quotation marks properly placed ? 

6. Is the language all good English ? 

Each of you please write an original story that shall con- 
tain all the Personal Pronouns, and bring it to recitation to- 
morrow. 



50 EASY LESSONS 

LESSON XXI. 

Relative Pronouns. 

1. In addition to the list of Pronouns given in the last 
Lesson^ we have other words used for Nouns. 

Five of them always perform a doiMe office in the Sen- 
tence. 

1. They stand for Nouns, 

2. They introduce Adjective Sentences, and connect them 
to the Nouns which those Sentences describe. 

The boy lolio owns this book may rise. 

What boy may rise ? The boy tulio otvns this hooh. 

Then ^^who owns this book" is a Sentence^ used here to 
describe ^^ boy," telling ivhich boy; and the word ^^who" 
stands for " boy/' and connects its sentence to '^^boy." 

LIST. 

Who^ which, what, and that may be used as Subjects. 
Whom, wliich, what, and tliat may be used as Objects. 
The boy volio lias tlie knife icMcJi I lost. 
What boy ? Wliicli knife ? 

These five Pronouns are called by most grammarians 
3^elaiire "Pronotms . They are also called Conjzc7icHve 

^^ro7iotcns^ because \hQ^ join Sentences to Noiins^' 

" Teachers and pupils will notice that the chief distinction between 
Conjunctions and Conjunctive Pronouns is that a word that is sim^Dly 
a Conjunction connects similai\ elements — i. e., Nouns to Nouns, Verbs 
to Verbs, Adjectives to Adjectives, and Adverbs to Adverbs. Whereas 
Conjunctive Pronouns always connect an Adjective Sentence to a Noun 
or to a Pronoun for which this Pronoun stands. 



IN LANGUAGE. 51 

Caution. In the use of Conjunctiye Pronouns, be care- 
ful to use the right words. Thus, 

}f/io and who7U should stand for the names of persons 
only. 

JfJdch and 7P?iat should stand for the names of places 
and tilings. 

That may stand for the names otjjersons and of things. 

The boy toho studies. The boy loJiom I saw. 

The book zoMch I lost. She hath done tohat she coiild. 

Those boys tJiat have good lessons shall have the rewards that I 
promised. 

Is it proper to say, The boy who I saw ? 

Is it correct to say, The boy ■who I gave the book to? 

Interrogative. 

When these four are used in asking questions, they are 
called Inle?TO(/atire 'Pro7ioims. When thus used they 
do not connect tlteir Sentences to Nouns. 

Who has my knife ? Whom did yon see ? 

WJiat do you want ? Yiliich will you have ? 

PRACTICE. 
Point out the Pronouns in the following sentences, and 
tell their class. 

1. " Them that honor me I will honor.'' 

2. " Who will show us any good ? " 

P). *^ Some deemed him wondrous wise." 

4. " She points them to the pure shrine which crowns the summit of 
the hill of science." 

5. " What can compensate for loss of character? " 

6. ''Ye crags and peaks! I am with you once again." 

Caution". Do not use " who '' as the object of a Sentence;, 
nor of a Phrase. 

Wrong. WJio did William marry ? 

Say, whom did WilUam marry? 
Wrong. Who did you give the book to ? 

Say, to lohom did you give the book ? • 
Wrong. I know not icJiom else were invited. 

Say, 1 know not who else were invited. 



52 EASY LESSONS 

LESSON XXII. 

Adjective Pronouns. 

Besides the Pronouns tliat are alivays used instead of 
Nouns, we have a large class of other words that may be 
thus used whenever we need them. They are commonly 
used as Adje dives. Thus, 

Good people are respected. 

What is the Subject of this Sentence ? 

What Adjunct of the Subject ? 

Why do you call ^^good " an Adjective ? [See p. ^^J\ 

The good are respected. 

What is the Subject of this Sentence ? 

Is the word ^^good " a Noun ? 

''Good" is not a name, and therefore is not a 
Noun. 

For what is the word ^^good " used ? 

It is used instead of the Noun ''people," and it 
also tells what sort of people. 

Because it tells tuliat sort of people, ^^good" is an Adjec- 
tive; and because it is used instead of ^*^ people/' ^^good " is 
a Pronoun, 

Grammarians call such words ddJecHve 'Pro7iotcns , 

When does an Adjective become an Adjective Pronoun f 

Definition. Ajz oidjecHve beco77ies a7i Adjective 
¥ro7iotm 7v7ie7ieve7^ it is tcsed i7istead of the JV^oiui 
it 77todifies. 

The ridi pity the "poor — ~. 

The wise instruct the ignorant. 

Observe we place the word ^^the'^ before an Adjective 
when we make it an Adjective Pronoun. 



/iV LANGUAGE, 53 



PRACTICE. 



What Adjective Pronouns are in these Sentences ? 

1. '* The vain, the wealthy, and the proud in folly's maze advance." 

2. " The patient in spirit is better than the proud in spirit." 

3. " The blind receive their sight, and the lame walk." 

4. " The ransomed of the Lord shall return." 

5. '* The redeemed shall walk there." 

Make a Sentence that has the Adjective Pronoun "bad " as Subject. 
Make a Sentence that has the word *' joyous " as Subject. 
Make a Sentence tliat has the word "small" as Object. 

[The teacher will require other exercises of this sort until the use of 
Adjectives as Adjective Pronouns shall become familiar to her pupils.] 

Cautiq]^ 1. Never use the Pronouns /, tve, tliou, lie, she 
or they as the Object of a Sentence or of a Phrase. 
Are the Pronouns in these Sentences properly used ? 

1. Only they that call on us will we visit. 

2. Will you permit Anna and I to go to the concert ? 

3. The teacher politely invited Seth and I to remain after school. 

4. They that honor me I will honor. 

2. N"ever use the Pronouns me, thee, him, her, us, or them 
as the Subject of a Sentence. 

Are these Sentences correct ? 

1. Mother, may us girls have a little dance in the parlor ? 

2. John and me went to the same school. 

3. Jane was there too ; her and me rode in the first boat. 

4. Has thee been to the yearly meeting ? 

3. Never use the Pronouns they nor them for a Noun of 
the Single Number. 

1. Let any boy guess this riddle if they can ? 

2. Gold or silver will be paid if they are demanded. 

3. No boy had as much applause as they deserved. 

4. If any boy has my knife I will thank them to return it. 

[Correct all the errors and report] 



54 JEASY LBSSOKS 

LESSON XXIII. 
Verbs. 

1. Verds declare acts or events. 

2. Verbs are used — 

1. Z^i Se7ite7ices as "Predicates , I love. 

2. In P /lipases as Sicbsequenis . To study. 

1. I recite— Is this a Sentence ? 

2. I recited — Is this a Sentence ? 
Do both these Sentences declare the same ad? 
Why should there be a difference in their forms ? 

I recite when ? 
I recited when ? 

Then the difference in form is made to show a difference 
in the time of the act. 

3. I recite — Is this a Sentence. 

4. You recite — Is this a Sentence ? 

5. John reciter— Is this a Sentence ? 
Do all these Sentences state the same act ? Yes. 
Do all denote the same time of the act ? Yes. 
Why then should there be a difference in their forms 9 
Please prepare to tell us to-morrow. [Consult p. 45.] 

Changes. 

3. J'^erbs in "Predicate Jiave two cha72ges of 
form. 

1st. To agree with, their Subjects in Person and 
Number, 



2d. To denote jpa^]5 time. 



i:V LANGUAGE. 55 

Present Form. 

4. T/ie co?nmo7i /o7^m of a Verb de7ioies "Pres- 
e7ii Ti77ie. 

I recite. You love. John walks. 

Past Form. 

5. Stci if 7i^e Tfish to decla7'e the act as past ^ 
7^e add '' d'' or '' ed'' to the re7^b. 

I recitefZ. You \o\Qd. John walk^^f^. 

This method of changing the form of Verbs to denote 
past time is called the Iteffular Met/iod — since most 
Verbs are thus changed. 

Irregular. 

6. But some Verbs are changed in form differ- 
ently, and are therefore called l7Tegzda7^ Ye7^bs. 
The most common of these are — 

Present form..^Q, do, • go^ feel, lie, teach, know, see. 
Past form . . .Was, did, went, felt, lay, taught, knew, saw. 

PRACTICE. 

Fill the blanks in the following Sentences with appro- 
priate Verbs. 

1. I to school every day. 

2. Barah her lesson very well. 

3. Children always fond of music. 

4. John may after school to his lesson. 

Let each mem^ber of tlue class write a Sentence having the verb 
" study " as Predicate, and the act as done yesterday. 

Let each pupil use the verb " go " as declaring an act that John per. 
formed last week. 

Let each pupil use the verb *' see/' and let the story be about some- 
thing that took place this morning. 



56 EASY LESSONS 

LESSON XXIV. 
Future Form. 

2. If we wish to represent a ftchif^e act^ we use two 
ve7^bs in Predicate^ one to declare the act, called the Princi- 
pal Verb, and the other to denote the time as future, called 
an Auxiliary Verb. 

I shall recite. You will love. Jolin will icalk. 

In these Sentences '' recite/' " love/' and " walk " are the 
Principal Verbs. '^^ Shall " and " will " are AttcviHa^y or 
?i€tpin(/ rerbs^ because they are used to help fix the time. 

3. After the Pronouns Z and n^e the Auxiliary Verb 
sliall is used. At all other times witl is used to denote a 
future act. 

I sliall go to-morrow. You will go to-inorrow. 

An duxitiaiy Yerb is a little yerb used in Predicate 
with another yerb^ or with a Participle^ to denote the time 
or the mode of the action expressed by the Principal Verb. 

The Auxiliary Verbs used only ivitli other verbs are — 

Mig?it^ cotdd^ s/iouM^ would. 

The Auxiliary Verbs used only ivith Participles, Adjectives, 
or Nouns are — 

Am or be^ JiaSy ?iavey 

JfaSy ?iad. 

PRACTICE. 
Fill the blanks with appropriate Auxiliary Verbs. 

1. I not go to tlie fair to-morrow. 

2. you go to the lecture this evening ? 

3. I think John - — not attend. 

4. Each pupil write a short story, telling what you think of doing 
to-morrow. 



I^^ LANGUAGE. 57 

5. Eacli pupil write a story, telling wliat three things it may be well 
to do on next Christmas. 

Let the following Sentences be so changed as to make the 
time present, 

1. *' The secretary stood alone/' 

2. ' ' The king shall have my service." 

3. The hero hath departed. 

4. Like a spirit it came, in the van of a storm. 

5. Sweet was the sound, when oft at evening's close. 

6. Up yonder hill the village murmur rose. 

7. I saw an eagle, wheeling near its brow. 
Model. The secretary stands alone. 

Let the following Sentences be so changed as to make it 
proper to add the word "yesterday " after each verb. 

1. ''The dishes of luxury cover his table." 

2. *' The voice of harmony lulls him in his bowers." 

3. " None will flatter the poor." 

4. " My clansmen's blood demands revenge." 

5. '' I thank thee, Roderick, for the word." 
Model. The dishes of luxury covered his table yesterday, 

1. We have seen that there is but one change in any verb 
to represent differences in time^ and that is to relate n>past 
act or event. 

2. You now see that as we have three different sorts or 
periods of time — ^ast^ ^rese?it^ and J^titzire — we must 
use an Auxiliary Verb to denote any time except the Present 
and the Past. 

If I say ^^ Anna studies Geography/' you cannot tell the 
exact time. But can you tell in tvhich of the three principal 
periods of time she does it ? 

If I say Anna studied Arithmetic^ can you tell iDhen ? 
If I say Anna will study Grammar^, can you tell when? 



58 E A s r L E S SO JV s 

LESSON XXV. 
Compound Tenses. 

1. When we wish to make very nice distinctions of time 
we divide each Tense into two forms^ using tlie Past Parti- 
ciple of the Verb, the little Verb A as or /lare being placed 
before it. ThuS;, 

^^ John has stitdied,^^ denotes an action done lorevious to 
the time of stating it, but in a period which includes the 
present. This we call the "Prior ^7^es€ni I'efise^ which 
means previous to and in the present, '^^ 

2. ^^John liad stiidiei^^ denotes the same act at a past 
time, and previous to some other past time. This we call 
the Prior Past Te7ise. 

3. ^^John loill have studied " denotes the same act at a past 
time as reckoned from some future time. This we call the 
Prior P^tchc7^e Tense, 

Preseiii Tense ^ 
Pr^ior Present Tense -^ 

Past Te?ise^ 
Prior Past 2ense^ 

Fictu7^e Tense^ 
V Prior J^tftiire 2'e7ise. 



This gives us three Tenses 
and two forms of each 



PRACTICE. 

1. Each, pupil write a short story, telling sometliing he has noticed 
since the recitation commenced. 

2. Each pupil write a story, telling what has occurred within this 
day, or this week, or this term, or this year. 

^ Used alone, 'Mias" is a Verb, Present Tense, " studied " is a Past 
Participle. Placed thus together in Predicate, the two Tenses com- 
bine, forming the Past Present — or better. Prior Present Tense. 



I^^ L A NG UA G E, 59 

Cautiox 1. In the use of Verbs, select the one that 
neans just vrhat you wish to say. 

It is not correct to say " Let us set down and rest." 

Say, sit down. 
It is not correct to say " John rose up his head." 

Say, raised up liis head. 
It is not correct to say " John, you may lay down." 

Say, you may lie down. 
It is not correct to say " Can you learn me to read German ? " 

Say, can you teach me to read German? 

2. Never use a Verb immediately after the Verbs have^ 
has^ or Jiad. But the use of a Particij^le is j)roper. 

It is not correct to say " I would not have went.'' Use the Parti- 
ciple, and say, I w^ould not have gone. 

Wrong. Dennis has shook the carpet. 
Hight. Dennis has shaken the carpet. 
Wrong, I have began to study Grammar. 
Bight. I have begun to study Grammar. 
Wi'ong. George, you hadn't ought to do that. 
Right. George, you ought not to do that. 

3. Do not attempt to use a Participle alone as Predicate, 
for one word in Predicate must be a verb. 

Wrong. Who done that ? 

Right. Who did that ? 

Wrong. I seen him when he dione it. 

Right. I saw him when he dAd it. 

Criticism 1. Did the Frenchman use our language correctly when, 
having fallen into the water, he ^2i\({, " 1 -icill drown, because no one 
shall help me out ? " How sliould he have expressed his fears ? 

2. Did the boy use good English w^ho said, " I have learned all my 
lesson yesterday ? " 

Correct the following eheoes r 

3. John, shall you please assist me to learn my lesson ? 

4. I saiD not Jane to-day. Have you saw her ? 

5. So far I recited my lesson perfectly every day this week. 

6. Lucy recites well every day this week. 



60 EASY LUSSOJVS 

LESSON XXVI. 

Participles — Two Sorts. 

1. ^ai^Hciples are so much like Verbs that we place 
them here. 

They are partly Verbs and partly something else. They 
are changed in form and office^ but have the same meaning 
as their Verbs. Thus, 



Yerhs. 


Participles. 


Verbs. 


Participles, 


Love, 


loving. 


loved. 


Sit, 


sitting, sat. 


See, 


seeing. 


seen. 


Know, 


knowing, known. 


Peel, 


feeling, 


felt. 


Sing, 


singing, sung. 


Go, 


going, 


gone. 


work, 


working, worked. 



2. J^7om each Verb a7^e fo7'med two "Parti- 
ciples— \\\Q J^if^st and the Seco^id—cdW^di also the 
"Present and the Past. 

Loving^ loved. Seeing, seen. 

The I^i7^st or P7^ese7it Participle is formed by 
addi7ig the tette7^s ^"^ iTtg^^ to the ye7b, 

Work + ing, working. Play + ing, playing. 

The Seco7id or Past Pa7^ticipte of Pegtdar 
Te7^bs is fo7 77zed by addi7ig " d'' or " ed'' to 
the Te7'b. 

Work + ed, worked. Play + ed, played. 

In the Eegular Verbs the Past Tense of the Verb and the 
Past Participle are alike in form. 

{Present. Love, recite, instruct, 

{Past. Loved, recited, instructed. 

^ {Present. Loving, reciting, instructing:. 

Participle \ ^ ^ T . 

(Past. Loved, recited, instructed. 



l^' LANGUAGE. 



61 



Verl). 


Participle, 


I7^7'eguiar 


^rese7it. .Pasi. 


Go, 


going, gone. 


See, 


seeing, see?i. 


Sit, 


sitting, sat. 


Set, 


setting, set. 



The Second Participles of Irregular Verbs are formed 
variously. Thus^ 

Vei'b. Participle. 

Ir7'egulai\ 7^?'eseni, 'i^ast. 

Think, tliinki??^, thought. 

Do, doing, done. 

Lie, Ijiiig, lain. 

Write, wTiting, written. 

Eyery Participle has the same meaning as its Verb, but can- 
not alone make a complete statement. When used in Predi- 
cate it must have some Verb in the same Predicate. 

How Used. 

Rememier — A Participle may be used — 

1. As a Name — Singing is a pleasant exercise. 

2. x\s an Adjective — Singing birds delight us. 

3. As an Adverb — 'Tis passing strange. 

4. In Predicate with a Verb — Time is passing away. 

5. As Leader of a Phrase — Passing through the grove. 

PRACTICE. 

1. Each pupil make a Sentence using the Participle studying as a 
Noun. 

2. Each pupil make a Sentence using the Participle running as an 
Adjective. 

3. Each pupil make a Sentence using the Participle reciting in Predi- 
cate with "was.'' 

4. In the following Sentences fill the blanks with Participles. 

(a) The sails are all . 

(b) The morning sun is . 

(c) The pleasant spring is . 

(d) The scattered flocks are . 

(e) The anchor is . 

(f) The gentle winds are . 



62 



JEJASr L JE S S NS 



LESSON XXVII. 

Irregular Verbs. 

Becanse most Verbs add d or ed to form their Past 
Tense and Past Participle, they are called ^egtda?' Verbs. 

But those Verbs that form their Past Tense and Past Par- 
ticiple differently and irregularly are called Irre^tdar 
Verbs. 

The Irregular Verbs most frequently used are the follow- 
ing : * 

1. These have their Present Tense, Past Tense, and Past 
Participle alike. 



Present. 


'i'asi. 


Jpast "Pari. 


l^reseni. 


-Past. 


Past Part. 


Beat, 


beat, 


beat, beaten. 


Rid, 


rid. 


rid. 


Barst, 


burst, 


burst. 


Set, 


set. 


set. 


Bet, 


bet, 


bet. 


Shed, 


shed, 


shed. 


Cast, 


cast. 


cast. 


Shut, 


shut, 


shut. 


Cost, 


cost, 


cost. 


Spit, 


spit. 


spit. 


Cut, 


cut. 


cut. 


Split, 


split, 


split. 


Hit, 


hit. 


hit. 


Spread, 


spread, 


spread. 


Hurt, 


hurt, 


hurt. 


Sweat, 


sweat. 


sweat. 


Let, 


let. 


let. 


Thrust, 


thrust, 


thrust. 


Put, 


put. 


put. 


Wet, 


wet, 


wet. 



These have their Past Tense and Past Participle alike, 
but not like the Present, 



'P)^ese7it. 


Past, 


Past Part, 


Precent. 


Past, 


Past Part. 


Bend, 


bent, 


bent. 


Lose, 


lost. 


lost. 


Bind, 


bound. 


bound. 


Make, 


made. 


made. 


Bleed, 


bled. 


bled. 


Mean, 


meant, 


meant. 


Bring, 


brought. 


brought. 


Meet, 


met, 


met. 



* For a full list see the Normal Grammar. 

This list contains the most important Verbs in our language, because 
most frequently used — and the Past Tense and the Past Participle are 
so frequently misused that they should be committed to memory 



IN LANGUAGE. 



63 



'l^resetit 


Tasi, 


l^asi jPari, 


^Present. 


:Past. 


Tasi Tart. 


Buy, 


bought, 


bought. 


Read, 


read, 


read. 


Catch, 


caught. 


caught. 


Ride, 


rode, 


rode. 


Creep, 


crept, 


crept. 


Say, 


said. 


said. 


Feed, 


fed, 


fed. 


Sell, 


sold, 


sold. 


Feel, 


felt, 


felt. 


Send, 


sent. 


sent. 


Fight, 


fought, 


fought. 


Sing, 


sung, sang. 


sung. 


Find, 


found. 


found. 


Sit, 


sat. 


sat. 


Fling, 


flung, 


flung. 


Spring, 


sprung, sprang, sprung. 


Have, 


had, 


had. 


Stand, 


stood. 


stood. 


Hear, 


heard, 


heard. 


Strike, 


struck. 


struck. 


Hold, 


held, 


held. 


Sweep, 


swept, 


swept. 


Keep, 


kept, 


kept. 


Teach, 


taught, 


taught. 


Lay, 


laid. 


laid. 


Tell, 


told. 


told. 


Lead, 


led, 


led. 


Think, 


thought, 


thought. 


Leave, 


left, 


left. 


Weep, 


wept, 


wept. 


Lend, 


lent, 


lent. 








These have different forms for the Present, the Past, and 


the Past 


Participle 










jt*?'eseiit 


TasL 


Tasi Tart, 


T7'esent 


. Ta.9i. 


Tasi Tari, 


Be, . 


was, 


been. 


Give, 


gave. 


given. 


Am, S 






Go, 


v>^ent. 


gone. 


Arise, 


arose, 


arisen. 


Grow, 


grew, 


grown. 


Begin, 


began, 


begun. 


Hide, 


hid, 


hidden. 


Bite, 


bit. 


bitten. 


Know, 


knew. 


known. 


Blow, 


blew. 


blown. 


Lie, 


lay. 


lain. 


Choose, 


chose. 


chosen. 


Rise, 


rose. 


risen. 


Come, 


came, 


come. 


Run, 


ran. 


run. 


Do, 


did, 


done. 


See, 


saw, 


seen. 


Draw, 


drew. 


drawn. 


Shake, 


shook, 


shaken. 


Drink, 


drank, 


drunk. 


Slay, 


slew. 


slain. 


Drive, 


drove, 


driven. 


Slide, 


slid, 


slidden. 


Eat, 


ate or eat 


, eaten. 


Steal, 


stole, 


stolen. 


Fall, 


fell, 


fallen. 


Swim, 


swam. 


swum. 


Fly, 


flew, 


flown. 


Take, 


took, 


taken. 


Forget, 


forgot, 


forgotten. 


Wear, 


wore. 


worn. 


Forsake, 


forsook, 


forsaken. 


Write, 


wrote, 


written. 


Freeze, 


froze, 


frozen. ■ 









64 EASY LJSSSOJYS 

LESSON XXVIII. 
:Se^ dm, Is, Are, Was, Were. 

The most irregular, most common, and most important 
Verb in our language is the little Verb be. It puts on, in 
its various conditions, these six distinct forms, be, am, is, 
a7^e, was, and wej^e* 

Used alone, or as a Principal Verb, it is called a J^euier 
Verb, because it then neither asserts action giyen nor 
received, but simple existence. Thus, 
Lucy is. Horses are. 

Used as an auxiliary with some other word in Predicate, 
it is called a Copiilaiive Yerb, because it couples together 
the other i)art of a Predicate to its Subject. Thus, 



Laughing Lucy. 




Lucy laughing. 


Singing Anna. 




Anna singing. 


Running liorses. 




Horses running. 


Wounded bird. 




Bird wounded. 


Cheerful Mary. 




Mary cheerful. 


These words, " 


laughing^ 


'' ^^ singing,'' ^^ri 



runnmg, 

^^ wounded," and ^^ cheerful," used only with the Nouns, 
are merely Adjectives — descriptive words. They do not 
alone make Predicates. 

But by placing one of the Copulative Verbs between 
one of them and its Noun, we declare the quality denoted 
by the Adjective, or the act indicated by the Participle. 
Thus, 

Lucy is laughing. 
Anna is singing. 
Horses are running. 
The bird icias wounded. 
Mary is cheerful. 

So we see that the little familiar words, is, was, are, 
we7'e, serve chiefly to make I^redicates of Adjectives, 
Participles, and Nouns. 



IN LANGUAGE. 65 

Words that make a complete Predicate, without the use 
of Adjectives, Participles, or Nouns, are called C077iplete 
Verbs. Other Verbs are helping Verbs. 

1. Boys study. 

This is a complete Sentence ; because the Verb *' study " makes a full 
statement concerning '' boys." 

2. Boys studying. 

This is not a Sentence ; for no complete statement is made. 

3. Boys are. 

This is a complete Sentence— asserting only the existence of '' boys." 

4. Boys are studying. 

This is also a complete Sentence ; but it makes quite a different state- 
ment from the last. The Verb " are " makes the statement, while the 
Participle " studying " shows what the statement is — the character of 
the action. 

5. Boys are studious. 

This is a complete Sentence ; " are " makes the statement, and the 
Adjective *' studious" shows what the statement is. 

6. Boys are students. 

This is a complete Sentence; the Noun '' students'' shows what is 
predicated of " boys." 

The most frequent and most important use of this Verb, 
in its various forms, is to put the actions, conditions, quali- 
ties, and classes of subjects into Predications. 

When we use this Verb in Predicate, its form is deter- 
mined by the Person and Number of its Subject and by the 
Tense. Thus, 

'Pt-eseni Te^ise, 'l^asi 2'e7ise. 

lam, We ^ I i We ^ 

Thou art, You >- are. He \ ' You >• were. 

He is. They ) Thou wast, They ) 

In the Prior (compound) Tenses the second Participle 
been is used with the Auxiliary Verbs has^ Jiave^ and 
?iad as in corresponding Tenses of other Verbs. Thus, 

John has been learning his lesson. I They had been absent a month. 
We have seen the elephant. I We shall be at home to morrow. 



^6 EASY LESSONS 

LESSON XXIX, 
Sentences with Objects. 

NOUNS. 
Any Noun may be the object of a Sentence. 

PEONOUNS. 

The following Pronouns may be the Object of Sentences : 

j)€ey ihee^ Jmn^ ?ier^ it^ t(S,y yotc^ iheniy whom^ 
ihaiy whal^ 7Phich ; also all Pronouns derived from 
Adjectiyes. 

''We rather visit tlie id8e and tlie learned than the rich and the 
'pvoud!' 

Any vford that may be the object of a Sentence may also 
be the Object of a Phrase, • 

PRACTICE. 

1. Let each pupil make a Sentence having the word Jiouse as the 
Object. 

2. Let each pupil make a Sentence telling what places you have 
visited. 

3. Let each pupil make a Sentence telling what books you have read. 

4. Let each pupil make a Sentence telling what animals you like best. 

5. Each pupil make a Sentence for each of the Pronouns given above 
as Objects. 

6. Make a Sentence using the words him, her, it, and tJiem. 

Let ''him'' stand for Ernest, "her" for Anna, ''it" for the rabbit, 

" them " for ducks and chickens. 

Criticism. Is it correct to say, " I did not learn who Balkam married." 
Was it correct to say, " Robert promised you and I a ride on the lake." 
Did Charles use good English when he asked, " Did you see Cora and 

I in the boat?" 

Did you notice Ralph and she at the lecture ? 

Why is it not correct to say " Who did you see there ?" 



7^Y LANGUAGE, G7 

Passive Subjects. 

If Columbus discovered AraQTica, it is as true that America 
luas discovered by Columbus. 

If Donald saw the cornet^ it is equally true that the comet 
teas see7i by Donald. 

We see now that the same fact can often be stated in two 
ways : 

1. We may make the name of the actor the Subject. 

" Brutus killed Caesar." 
Here Brutus performed the act expressed by the Verb 
''killed/' and the word ''Brutus'' is the Subject of the 
Sentence. 

When the actor or agent is the Subject, the Predicate may 
be a Verd, which denotes the act, or it may be the Present 
Participle of that Verb joined to the Copulative Vei^b. 
" Brutus was killing Caesar." 

These are called the Active forms — sometimes called 
"Active Yoice." 

2. We may use the name of the person or thing that 
receives the action expressed by the Predicate as Subject. 

*' Caesar was killed by Brutus." 

Here " Caesar/' who received — suffered the action^ is made 
the Subject, and the Predicate is the Past Participle of the 
Verb, joined to the Copulative Verb in one of its forms.* 

* Pupils should learn to distinguish between a Verb and a Predicate. 

A Yer'b is one word. It may alone form a Predicate, or it may assist 
another Verb, an Adjective, a Participle, or a Xoun to form a Predicate. 

But a Predicate is such a word or words as declare something of its 
Subject. It may be an act done 'by its Subject, or done to it. It may 
ba a quality, a state, or a thing declared of its Subject. While every 
Predicate must have a Verb, either used alone or as its first word, the 
important word may be a Participle, an Adjective, or a Noun, and the 
Verb only copulative. Hence, when we speak of '' Passive Voice," we 
speak of the Subject as *' passive," not the Yerh ; — for English Verbs 
have no '' Passive Voice." 



68 EASYLIJSSOKS 

LESSON XXX, 

Adjectives, 

That old man found a rude boy upon Ms tree stealing- 
apples. 

r man J^ found jT ^oy J 

(That) Cold^ (v^PonJ^j^eQ^^ C^(^ ^ .^1_^^^ 
( his ) 

Wliicli old man ? 

What hind of man ? 

What hind of boy ? 
Upon ivhose trees ? 
Doing what ? 

For what purpose did you use the word ^Hhat ? " 
For what did you use the word " old ? " 
For what did you use the word " his ? " 
For what did you use the word " stealing ? " 

Remember — Woi^ds ihat describe tilings — ielling 
wJiat^ whose y ]iow ma7iyy or w?iat kind of thing s^ 
are called Adjectives. 

What"? Tills boy, that boy, the boy, yonder boy. 

Whose9 My friend, our friend, your friend, their 

friend. 
Hoio many'? , . One friend, ten friends, all men, some boys. 
What sort ? . ., Red apple, green apple, sioeet apple, winter 

apple. 

PRACTICE. 
I. 

Select all the Adjectives in the following Sentences : 

" When early morning's ruddy light 
Bids man to labor go. 
We haste with scythes all sharp and bright 
The meadow's grass to mow/' 



I.y LA N G U A G E , 69 

" Ripe, red apples — oh, how nice ! 
Buttered bread— a precious slice ! 
I Htle Nelly, good and fair, 
Will her joy with Johnny share/^ 

II. 

In the following Sentences fill the blanks with appropriate 
Adjectives. 

1. " Mary had lamb ; fleece was as snow.'* 

2. There in mansion to rule, 

master taught school. 

III. 
Make a Sentence using the word " good." 
Make a Sentence using the two words " large " and " sweet/* 
Make a Sentence using the three words " our," *' new," " white." 
Make a Sentence using the three Adjectives, '^mj'' "beautiful," 
*' green." 

Remember — Adjectiyes are attached to Nouns. For as in 
language a person or a thing must be represented by a Noun, 
so the quality^ sort^ or condition of the person or thing must 
be denoted by the Adjectiye. 

Classes of Adjectives. 

We have three different sorts of Adjectives. 

1. Those which point out an individual tiling 
from a class of things. 

This book, tliat book, my book, one book, ten books — 
such are called Specifying Adjectives, 

2. Those which denote a quality of a person or 
thing. 

Good apple, red apple, sii^eet apple, wise man — such 
are called Qualifying Adjectives, 

3. Those which denote some act or condition. 
Running brook, opening flower, taked apple — such 

are called Verbal Adjectives, 



70 EASYLESSO NS 

LESSON XXXI. 

Qualifying Adjectives. 

What is the colo7' of a lemon ? 
What is the shape of an orange ? 

Thus, ^^ Yellow'^ is one of the qualities of a lemon. 

^^ Round'' expresses one of the qualities of an 
orange. 

Definition. Those words thai deiioie so?ne 
qtcatity of a perso?i 07^ ihi?ig is a Quatifyinf/ Ad- 
J e dive. 

1. Amialle. . She is an amiable young lady. 

2. Meeh She is almost as meeh as Moses. 

3. Ripe Ripe apples are rare in June. 

4. Tall Tall oaks from little acorns grow. 

Specifying Adjectives. 

Is this hat yours ? Have you seen my book ? 
Will you have ten oranges or ttvelve ? ' 

Definition. Those Adjectives that distiiigtcisJi 
i7idividtiat things from others of tJie same sort 
ai^e Specifying Adjectives. 

This This book is mine. 

That That book is yours. 

My My book is lost. 

Their Their throat is an open sepulchre. 

One One lesson vrell learned is better. 

SUB-CLASSES. 

Specifying Adjectives include three sub -classes, called 

!Pa?^e Adjectives y Possessive Adj'ectives^ JVumerat 

Adjectives. 



7.V LANGUAGE, 71 

Pure. 
Specifjinf/ Adjectives ihat answer the qicestion 
which, are called ^ure Specifiers, 

Which book ? This book. Which boy ? Tliat boy. 

Numeral. . 
Adjectives that de?iote a ntcmber are called 
Mime7'at Adjectives. These answer the question 
}iow many ? 

" Some men said one thing and some anotlier." 
'* The sixth angel sounded." 

Possessive. 
Adjectives that denote possession or that have 
possessive forms ai^e called Possessive Adjectives. 

They answer the question whose f 

Children's shoes^ men's boots^ mij cap, our father. 
"Beauty's tears are lovelier than her smile.'' 

Verbal Adjectives. 

We laugh with laughing children. 
We lueep with iveeping children. 
Definition. All Adjectives de?ived from Vei^bs 
a7^e Tei'bal Adjectives. 

1. " Ptunning streams afford pure water." 

" Running " describes " streams ; " it is therefore an Adjective. 

2. That boy running across the fields is a truant. 

" Running" describes " boy ;" it is therefore an Adjective. 

Definitiox. Adjectives de7'ived f?^o?n "Proper 
JV*ames a?^e called "Proper Adjectives. 

England — English customs. Newton — Newtonian theory. 



72 EASY LESSONS 

LESSON XXXII, 
Adjectives. 

COMPARING. 

1. The river is deep. 

2. The lake is deeper. 

Both Sentences declare the same property. But one de- 
clares a greater amount of the qnahty. 

Our Concord grapes are sweet. 
Our Delawares are sweeter. 

Our Crevillings are sweete^^. 

3. These statements show that the same quality may exist 
in different degrees ; and that most Qualifying Adjectives 
have changes of form to show the comparisons. 

The common form of the Adjectiye is called the Posi- 
tive form. We add er to the Positive to make the 
Compaf^ative forniy and esi"^ for i\iQ Szcperialire . 

Rememier (1.) — When we compare tivo things by means 

of Adjectives we use the comparative form. 

The Delaware grape is sweeter than the Concord- 
Here the Delaware grape is compared with the Concord by the er 

added to sweet. 

* When the Adjective is a long word we do not make it longer by 
adding er or esl to it ; but we place the word mo?"e ot most before 
the Adjective. Thus, more amiable, more considerate. It is not cor- 
rect to say " the rose is the beautifuk^^ flower in the garden ; but the 
rose is the most heautiful flower in the garden. Nor do we say the 
rose is beautifuler than the dandelion, but *' the rose is more beautiful 
than the dandelion.'* 



/ .V LANGUAGE, 73 

(2.) When we compare more than tivo^ we use the Super- 
lative form. 

The Crevelling is the sweet^s^ of the three. 
John is the largest * boy in school. 

It is not correct to say, " One is the tallest of the two/' 
Did Sarah speak correctly when she said, ^^Evewasthe 
fairest of all her daughters '' ? 

Adjectives that denote qualities that cannot be varied in 
amount, cannot be compared. Thus, 

If a thing i^ perfect we cannot add to the quality — so the 
Adjective '^perfect'' cannot be compared. 

PRACTICE. 

Read the following riddle and point out all the Adjectives 
in it. 

" I know a curious and wonderful house, in which are two small win- 
dows. At this window a painter ever sits, who paints all things that 
he sees through them — black, white, red, green, and blue, long, short, 
round, pointed and cornered in the most perfect manner. 

*' There is nothing so large or so wonderful in this great earth of ours 
that he cannot make a faithful picture of, and that on a surface as tmj 
as a common bean. Also he paints every thought and fancy of the 
master of the house, so that they who pass by, glancing up at the little 
windows, may readily discern them. If the master is glad, the win- 
dows look bright and glistening ; but if he is sad, a pearly mist clouds 
them. 

" And when the master is weary and would rest, then Mors puts up 
the shutters, to shade the light from him, and folk walk softly past the 
house saying mournfully, ' The little window^s are broken/ " 

Separate those Adjectives into the three classes — the 
Qualifying, the Specifying, the Verhal 

Now, if jon can, you may guess the riddle. 

* In adding er or esi: to Adjectives that end in e or j/, observe the 
rule for spelling which you find in your spelling-book. 



74 EASY LESSOJ^S 

LESSON XXXIII. 
Adjectives in Predicate. 

That large red apple is sweet. 
Which word points out the apple you talk about ? 
Which word tells the color of apple ? 
Which word tells the size ? 
Which word tells the taste ? 
How many Adjectives in that Sentence ? 

If we take away all the Adjectives and write the other 
words we shall have the two words^ 

Apple is. 

Although these two words form a Sentence^, they do not 
express the thought we wish to convey^ for we naturally 
ask apple is tuhat? and the ready answer is, 

Apple is sweet. 

Thus we see that some Adjectives are used witli a Yerh, 
to help declare something of the Subject. 

Remember — An Adjeciive is used in "Pi^edicate 
wJien tJie Tei^b reqtm^es its aid io make ike 
statement. 

That large sweet apple is red, 
Now which Adjective helps declare something of apple ? 

That sweet red apple is large. 
N"ow which Adjective is in Predicate ? 

Rememher — An Adjective i?i ^?^edicate genej^- 
alt J describes ttie t9?/^/>^/— sometimes the Object, 

The Subject. .1. William appears sad, 

2. Ernest tvas liappy then. 

3. Charles lias become rich. 

The Object, . .4. Benevolence malces man happy. 



IN L AN G UA G E . 75 

Caution. Do not give the Adverbial form to 
Adjectives in Predicate 

'Wrong. 1, 3o\m.feelshadly io-jiighi. 
2. Can any one feel gladly f 

Corrected. 1. John feels dad to-niglit. 
2. Can any one feel glad? 

PRACTICE. 
I. 

In the following Sentences fill the blanks with suitable 
Adjectives in Predicate. 

Grass is . John lias been that he lost his kite. 

Sugar is . William will be to find his knife. 

The earth is . We all should be of his good fortune. 

No man can be unless he is — 

II. 

Make Sentences declaring two qualities of water. 
Make Sentences declaring three properties of glass. 
Make Sentences declaring four properties of gold. 
Make Sentences declaring three similar properties of the sun, the 
earth, and the moon. 

Model. Glass is solid ^ tramjoarent, and brittle. 



III. 

Make Sentences comparing two rivers as to length. 
Make Sentences comparing two lakes as to size. 
Make Sentences comparing three mountains as to height. 
Make Sentences comparing two birds as to size. 
Make Sentences comparing two animals as to heauty. 
Make Sentences comparing two cities as to latitude. 

Model. Chicago is farther north than St. Louis. 



76 EASY LESSONS 

LESSON XXXIV. 
Nouns and Pronouns in Predicate, 

Peter was an apostle. 

( Feter V was, apostle ) 

What is the Subject of this Sentence ? 

What is said of Peter ? 

Do the words ^^ Peter '^ and ^^ apostle^' refer to the same 
man ? 

Ans. — ^^ Peter'' is the name of the man, '^Apostle" is 
the name of his office. 

Thus the whole Predicate, ^^was an apostle/' declares the 
office of ^^ Peter." 

Remember — ^ozi7iSy tike Adjectives mid ^Par- 
ticipleSy may be in Predicate with Copulative 
Verbs to declare some title^ office^ or att^^bicte 
of the Sttbject. 

1. Thou art a scholar. 2. We are friends. 

3. Washington was commander of the American army. 

4. Sherman is General-in-chief of the Army. 

5. Burr was a disgrace to the American name. 

6. New York is the richest State in the Union. 

PRACTICE. 

Make a Sentence declaring an office of St. Paul. 

Make a Sentence declaring an attribute of Geo. Peabody. 

Make a Sentence declaring an office of Victoria. 

Make a Sentence declaring an attribute of Benedict Arnold, 

Make a Sentence declaring an attribute of the moon. 

Make a Sentence declaring the occupation of yourself. 



IN LANGUAGE, "J"? 

Bejiiember— By suppressing the Copulative Verb, these 

offices, attributes, and titles of persons and things maybe 

assumed without being declared. Thus, 

Peter the Apostle. 

" Peter the Hermit resembled, in character, Peter the Apostle.'' 

(' Peter jf resembled Y Peter J 



r hermit ^ [in j character ^ ( apostle ^ 

( the) 7^-7Zr\ 



the 

What is the Subject of this Sentence ?—^^ Peter." 
What is the Object ?—^^ Peter.'' 
Then '' Peter resembled Peter." 

What words distinguish the Subject from the Object ? 
But ^^ Hermit " is a name of a condition of life, and 
Apostle is the name of an office or occupation. 

Definition. ^^ 0?ie JV*oic7i used to ex2^tai?i so??te 
office or aihHbute of a7ioiher JV^oim goi?ig before^ 
is m Apposilion.^^ 

Such words perform offices similar to those of Adjectives 
— but not exactly like Adjectives. They are Nouns in fact 
— Adjectives by inference, because they show which person 
of a class is meant. 

Webster the statesman was Secretary of State. 

Webster the lexicographer wrote the Unabridged Diction- 
ary. 

PRACTICE. 

1. Write a Sentence in which Columbus shall be described by a 
Noun in Apposition. 

2. Write a Sentence in which Washington shall be described by two 
Nouns in Apposition. 

3. Describe Lincoln by the use of three Nouns in Apposition. 

4. Describe Niagara Falls by a Noun in Apposition. 

5. Write about the second President of the United States— distin- 
guish him from his son by a Noun in Apposition. 

6. Distinguish two men named Douglass by Nouns in Apposition. 



78 



UASr LUSSOiYS 



LESSON XXXV. 
Adverbs. 

^^^^^ ILLIAM works. 

2. William ofteii works. 

3. William seldom works. 

4. William never works. 

These four Sentences show 
the influence of Adverbs to 
modify or change the meaning 
of the Predicate. 

Each Sentence has the same 
Subject and Predicate, yet they 
all differ in their meanings, be- 




" ''seldom,'^ " never, ^' 



cause of the Adverbs " 

What is an Adverb ? 

Definition. A?i Adverb is aiiy word that 
modi/ies o?' c/ia??ffes the 77iea?ii7ig of a Yerb^ of 
an Adjective^ or of a7i other Adverb. 

Of a Verb 1. William works often. 

2. William works luelL 

3. There comes the train. 
Of Adjectives . .4. Is it very easy to mow ? 

5. William is exceedingly diligent. 

Of Adverbs G. The cars move very rapidly. 

^' Often'' tells ivlien, ^^ well '' tells hoiu, " there '' tells ivliere. 

Classes. 
Rememher—^omQ Adverbs tell /ww a thing is done, some 
tell wJiere^ some tell whe?i, some why. Those that 
answer the question — - 

How? are Adverbs of ;7/^7^;^(^r. .'' Speak 5'(?^^% to the 

little child.'' 



IN LANGUAGE, 79 

Where ? are Adverbs of place '' Here sleeps he now 

alone/' 

When ? are Adverbs of time '^ I shall go soon,^' 

Why ? are Adverbs of catise " Therefore am I come." 

PRACTICE. 

In the following Sentences point out the Adverbs and tell 
the sort. 

1. " Vainly we offer eacli ample oblation.'* 

2. " Brilliantly tlie glassy waters mirror back liis smiles." 

3. " The very rich man can never be truly happy." 

4. '* I have always been an admirer of happy human faces." 

Fill the blanks with appropriate Adverbs. 

1. John recites to-day. 

2. The wind blew and the rain fell . 

8. I think we shall have a better time to learn than we have ^ 

4. Does William recite than George ? 

Make Sentences^ using one of the following Adverbs in 
each. 

Now. Here. Soon. Not. Brilliantly. 

Then. There. Thus. Never. Vainly. 

Often. Yonder. Clearly. Nowhere. Cheerfully. 

Seldom. Hither. Well. Negatively. Dolefully. 

COMPARISON. 

Anna will come soon. 
Clara will come sooner. 
Mary will come soone^^. 

The above statements show that the same Adverb may 
express differences in its modification. So that some 

Adverbs may be compared like Adjectives. 



80 



-EAST LESSONS 




LESSON XXXVI, 
Prepositions. 
AUL stands on the bridge. 

Stands whe?^e ? 



c 



Paul 



3 



o n] "bridge ^ 
the 



Here you see the little word 
^^ on " links the word ^^ bridge " 
to the word '' stands.'' 

And the three words^ ^^on the bridge/' thus put together, 
tell where ^^Paul stands." 

Ernest walks through the brook. 

Walks toiler e ? 

The dog stands luhere ? 

Stands in the ivater. 

1. In our language we have very many of these 
groups of words that, together, answer such ques^ 
tions as When ? Where ? How ? Most of these 
groups begin with the little words at^ bjy for^ 
i7iy ofy ou^ tOy zindeT y wWiy and many others that 
x are placed before Nouns and Pronouns and con- 
nect them to other words. 

These little words are called "Prepositions. 

1. We arrived at Albany at noon. 

2. We passed ly Utica, 



I^^ LANGUAGE. 81 

3. We went fro7n home in the morning. 

4. We returned 07i the last day of yacation. 

5. We went to the recitation tvith our teacher. 

What is a Prejjosition ? 

2. Definition. ^ ^?^epositto?i is a wo7^d tised 
io C07inect othe?' wo7'ds by showi7i(/ some 7^etaiio7i 
betwee7i the 771. 

1. The wisdom of Solomon. 
^'Of ' shows a relation oi possession. 

^^Of Solomon '^ answers the question loliose ^^ wisdom." 

2. They passed under the cloud. 
" Under ^^ shows a relation (dl place, 

^^ Tinder the cloud" answers the question ^^ passed 
ivliere ? " 

3. Ralph has been absent since Saturday. 
^^ Since " shows a relation of time. 

^^ Since Saturday" answers the question "lioio longV^ 

4. We returned m the evening. 
^^ In " shows a relation of time. 

^^In the evening " answers the question " wlienV^ 

In example (1) would " of " alone tell u^liose wisdom ? 
In example (2) would ^^ under" alone tell wliere they 
passed ? 

Would " since " alone tell liow long Ralph has been absent ? 

Phrases. 

3. Then we see it often requires two or more 
words put together to answer some questions, or 
to perform certam offices in Sentences. 

Such groups of words are called ^Phrases. 



82 EAST LESSO^'S 

LESSON XXXVII. 
Let us see if we can understand what a Phrase is. 
1. A ^/irase is a sb^tichire^ biciU of wo7^ds^ as 
a Se7iie7ice is. Yet it is not a Se?ite?zce ; for it 

has no Subject and no Predicate. It does not make 
a complete Statement. 

«ri ^Ju^ase is tcsed to Jtetp make a Sentejzce^ 
Just as we tcse JV^oimSy aiid Adjectives^ a7id Ad- 
verbs. Thus^ if I say " Virtue makes man happy/' and 
" To le good makes man happy/' I make two separate Sen- 
tences which mean about the same thing. The Subject of 
the first is a Noun (^^ virtue"). That of the second is a 
riirase (^^to be good"). So that the three words put 
together fill the place of Subject ; just as a Noun does. 

American history is an interesting study. 

What history ? 

The history of America is an interesting study. 

Here we see the word "American^^ tells what history, 
and the two words " of America '' tell the same thing. 
Hence^ if ^^ American" is an Adjective, so is the Phrase 
" of America." Once more — 



C Clara f will come ) 

( soon ) When ? 



(^ Clara f will come j 

\ Qa. J (^short } j 

Here the four words ^^in a short time" make a Phrase 
that means just what v^e mean by the word ^^soon." But 
^^soon " is a word Advert), and ^^ in a short time " is a Phrase 
Adverh, 

Now you understand what we mean by a Phrase, 



ly LANGUAGE, 83 

2. Definition. ..4 "Phrase is Iwo 07^ 77iore 7P07^ds 
so C077ibi7ied as to 2^^^'f 07^771 ihe office of a JV^oiui^ 
of a7i Adjective^ 07* of a7i Adverb. 

3. Definition. A "Plumas e begi7i7ii7ig with a 
P7^epositio7i is called a P7^epositio7iat Phrase. 

In Diagram we place the Preposition firsts linking the 
Noun or Pronoun following to the Avord that the Phrase 
modifies. Thus, 

school J C Ernest ( went J 



school J 



^^To" links ^^schooP' to ^^wenf 

4. !Sut soTfie Phrases begi7i 7Hth a7iother so7't 
of 7P07'ds called Participles. 

What is a Participle ? 

5. A Participle is a 7P07^d that jy^r/^i^^^ of 
both a Te7'b a7id a7i Adjective— sometimes a 7e7'b 
and a JVou7i . 

6. All Pa7'ticiples a7'e de7^ived f7^077i Te7^bs^ 

retaining the meaning of their verbs ; but they do 
not alone make a statement. [See p. 61.] 

Verh, Participle. 

See, ^QQing 1. Jane, seeing the elepliant, fainted. 

Hear, heari^z^ 2. John, hearing the dell, w^ent to school. 

Find, findi?z^ 3. Finding fault never does any good. 

7. Rememher — A P?i7^ase begi7i7ii7ig 7ritli a 
Pa7^ticiple is called a Pa7^tici2yial Ptirase. 

Thus, in the Sentences above — 
• " Seeing the elephant," '• hearing the bell,'^ and ^' finding 
fault " are Participial Phrases. 



84 EASY LESSONS 

LESSON XXXVIII, 

Offices of Phrases. 

When we use Phrases in making Sentences we give them 
their official names. Thus, 

1. c± Phrase used as we use a JVotm is a JVou?i 
^/irase. It is also called a Substa7iHve ^?i7'ase. 

Finding fault never does any good. 
What never does any good ? 

To do good is the duty of all. 
What is the duty of all ? 

You see the Phrase " finding fault" is the subject of one 
Sentence, and ^^to do good'^ is the Subject of the other, 
thus filling the office of Nouns. 

2. A JV^oim Thrase (Substantive Phrase) may 
also be the Object of a Sentence. 

I doubted his having been a soldier. 
I doubted — what ? * 

3. Remember — A "PJii^ase ttsed as Adjtifici: to a 
JVou?i is a7i Adjective ^h7^ase. 

1. ''The time of the singing of birds has come.'" 
What time ? 
Of the singing of birds. 

'' Of the singing of birds '^ tells what time has come, and 
is an Adjective Phrase. 

" Oi birds" tells tvhose singing — {bird's singing) — it is 
therefore an Adjective Phrase. 

* Not " his " — nor " having " — nor '* been " — nor ** a " — nor '' soldier/' 
But put those words together and they tell just what I doubted. So a 
wagon-maker puts together a hub, felloes and spokes, to make what ? 
a wagon ? — no ; but a wheel. Yet a wheel is a part of a wagon. 



ly LANGUAGE. 85 

PRACTICE. 

Change the following Word Adjectives to equivalent 
Phrase Adjectives : 

1. The eastern star fades at the day's coming. 

2. The 7norning mists are rolling away. 

3. The summer days are coming. 

4. Have you read St. PanVs epistle to the Romans ? 

Change the following Phrase Adjectives to equivalent 
Word Adjectives : 

5. " The mists of the morning are rolling away.'^ 

6. " The foam of the hilloivs already I see." 

7. The heart of me is entranced into the high realm of 
leauty. 

8. '' A thing of beauty is a joy forever." 

Adverbial. 

4. Remember — A Phrase used as we use an Ad- 
verb is an Adverbial Phrase. 

1. The boat went over the falls Adverb of place. 

Went .... lohere ? 

3. It was not found until Monday Adverb of time. 

Found lohen ? 

3. For this purpose have I raised ) ^^^^^r^^h of cause. 

thee up. ) 

Eaised wherefore 9 

4. We can learn this lesson only ) . .^^^.^b of manmr. 

oy hard study. ) 

Learn .... how 9 



86 EAST LESSOiYS 

LESSON XXXIX, 
Sentences Made to Order. 

1. Each pupil make a Sentence adapted to this Diagram. 



Model. Birds sing. 

2. Each pupil make a Sentence for this Diagram. 





.. v__ 


~^- 


c 


^ 
-T-" 


Mc 


)DEL. Some birds sing 


sweetly. 




3. 


Each pupil make 


a Sentence for this 


Diagram 




^ t:^ 


_J( 


^L 





Model. Most birds sing in tlie morning. 

4. Each pupil write a Sentence for this Diagram. 



i storms A will pass ^ 

4. (JIMJ I of I toe ^ C q^ic"^iy) 



f wintry 

Model. Have the pupils of tliis class recited well ? 

5. Each pupil write a Sentence for this Diagram. 



CZJ LEd 

Model. At break of day the top of the mountain was covered with 
clouds. 



IX LA X G VA G E 87 

G. Each piipil write a Sentence for this Diagram. 



( William jT cuts J^ grass j 

c. 



I withj iicythe 



Model. Lucy studies lier lessons in the evening-. 

7. Each pupil write a Sentence for this Diagram. 






( each ~j ( aluft )" 



"^^^ (^ her ) 



.W 



bless j^ bow "^ ^^ 



V-^ (the 



Model. The teacher often requests her pupils to write a number of 
Sentences. 

Each pupil complete a Sentence for each of the following 
Diagrams. 





f 


Stars 


ix: 


( 


) 


D 












C Good 


^^ 


( 




^ 


lessons 


c 


boys 
C Dull ) 


_a 


have 




^ 


) 

poor ) 


c 


teacher 
C Our ) 


c 


much 


) 


^ 


) 

her ) 












c 


Children 


(tl,e) 


) 

) 






c 




JC_ 




) 








88 



JEASr LESSONS 







LESSON XL. 

1. '* In the happy days of boyhood, 

Five-and-thirty years ago, 
(Life's golden age of joyhood,) 
We built castles of the snow. 

2. ' ' Our castles were the queerest 

Ever reared by human skill ; 
And of names we chose the dearest ; — 
That of ours was Bunker Hill. 

3. " Boys detailed for service foreign, 

Fell in line with clouded brow ; 
Each one clamored to be Warren ; 
And none wanted to be Howe. 

4. '' Thus we fought the fight of Bunker's, 

In the days that knew no care. 
Ere the snow we tossed, as younkers. 
Time had sifted on our hair." 

1. A group of four or more lines in poetry is 
called a Sia?iza. 



How many Stanzas in this poem ? 



IK LANGUAGE. 89 

How many Sentences in the first Stanza ? 

What is the Subject ? What is the Predicate ? 

Has it an Object ? 

Then what sort of Sentence is it ? 

Wlieri did ^^we build castles of the snow?^' 

How many in the second stanza ? — In the third ? 
What is the Subject of the second Sentence ? 
What is the Subject of the third Sentence ? 

2. Why is a Comma placed at the end of the first line ? 

3. Do you see curved marks ( ) that enclose the third 
line ? 

Marks like those are called ^are?itheses . 

Parentheses are used to enclose words not necessary to form 
the Sentence, but simply to add some accidental fact or 
explanation. 

4. In the first word of the third line, notice the little 
comma between e and s, 

A mark like that is called an Apostrophe. It is used 
ivitli the s to show that the word is a Possessive Adjective 
derived from a Noun, [see p. 71.] 

Notice the ^ottbte Commas before the first word and 
also after the last. 

Notice the mark [;] at the end of the 3th, 7th, 10th, and 
11th lines. 

A mark like that is called a Semicolon . 

A Semicolon is used at the end of a Sentence that is fol- 
lowed by another Sentence closely associated with it in 
thought. 



90 EAST LBSSONS 

LESSON XLI. 
Letter- Writing. 

1 . One of the most important accomplishments of young people is 
^the art of letter-writing. We should early learn this art. By and by, 
•the boys will be men of business, and most business transactions are 
by means of letters. 

2. Through the medium of letters, boys and girls can pay their absent 
friends most delightful visits. In writing letters we improve our minds 
and hearts, and by it we certainly improve our language ; for we shall 
be more careful of our use of words that we put on paper than of those 
we speak. 

3. In letter- writing, it is well to observe the approved forms, and to 
give to the several parts of a letter their proper positions. These are 
illustrated in the following model, arranged and written by one of our 
little pupils. 

I. 

/ / ^ / 

Q/ -lececv-ecc /ne /i4,-c^e /a-L J/iectf-ina / ana ^aAa /oa^ecc 
a/aa t^^en Q/ i^aJ caUea au/ /a '/ane -c/. Q/^ -Cc^ a n^ce 

-^^/C rLyf(?y, -lecc/^^tan ^i^aj a4ou/ Q/ac^^^-cH'-'/'ne-' 

Y^-c/. ^/i-lee Of uj Jang- /je a4^e ^a^i/iyi/, ^^o^c^, 



aeai. fiym)a¥Ae4. / a?ia </iaAAy, ^^e a/c i^e^e, /4'e <nav^e 

Aaa a aoaa Jcn&ai / a^a Qy^ e^zAec/ a AceaJan/ ^^aca/con 

C/oU'L /o-v-cna ^aud^n^ 



/^y LANGUAGE. 91 

1. Every letter sliould be preceded by 

(1) The DATE, wliicli sliould include iha place and tlie time. 

(2) The ADDRESS. 

2. Every letter sliould be closed with 

(1) Some complimentary expression, 

(2) The name of the writer. 

In this letter, what is on the first line ? On what part of the line > 

1. That part of the letter is called the date. 

What is on the second line ? On what part of it ? 

2. That is the address. 

8. The next part is the tetter. 

On what part of the lin^ does the letter commence ? 
Does every distinct Sentence commence with a capital letter, and 
end with a period f 

4. Directly below the letter is tlie complimentary title of the w^riter 
— called the close. 

On what part of the line is this written ? 

5. The last word of every letter should be the na77ie of the writer, 
the sig7iature. 

On what part of the line is that written ? 

PRACTICE. 
Each pupil write a letter on slate that sball contain three distinct 
Sentences, and observe \X\q form of the model ; thus, [Fill the blanks] 

\I)ate\ _...._ 

\^AddTes%\ __ , 

\LeUev'\ 



\Glose\ 

\Name\ 

II. 
Eacli pupil write a letter to an absent /n^/icZ, sta'jag what occurred 
in school yesterday that you may think of interest to Mm. 

III. 
Each pupil write a letter to a cousin, stating what studies you have 
— how you prosper in them — which you like best — what you are to 
take up next term. 



92 EASY LESSONS 

LESSON XLII. 
Mystery ? or Miracle ? 

It is one of the most wonderful mysteries in the world — almost a 
miracle — that the thoughts of our minds, and the feelings of our hearts, 
can find their way down our arms, along our fingers, to the point of a. 
pen, and there — dissolved in ink — take form and shape on paper. Yet 
this is done every time we write a letter to a friend. 

At first this is a difficult task. But practice will make it as easy 
as to talk. Here is a fine Lesson for little ones. 

A little brother and sister, who found it difficult to put their thoughts 
on paper, were induced by their good mother to form ^^^ J)€uin 
Society, '^ with these By-Laws to control the meetings : 

1. "All words must be written — not one spoken." 

2. " All talk on paper must be in complete Sentences.^' 

3. " Every speech shall close with a question." 

Below is a report of the proceedings of one meeting : 

Eddie. "• Our subject to-day is Rain. Rain is little drops of water. 
It comes from the clouds. Do you know how the drops get into the 
clouds?" 

Cora. " I do not know how the rain-drops get into the clouds. But 
mamma says all the clouds are made from the icater of the ocean and 
the lakes and rivers. Do you love to be in the rain ?" 

Eddie. " In warm weather, I love to stand out in the yard and have 
the rain fall on my head and arms and hands. But it makes me feel 
very queer to hold my face up to the rain. Do you know what rain is 
good for ? " 

Cora. " Rain is good to water the plants in the garden, so we need 
not water them with a sprinkler. Rain falls on the roof, and the water 
runs into the cistern, so we can have good, soft water to wash our faces 
and to bathe in. Can you tell when it is going to rain ? " 

Eddie. *' When the thick dark clouds come, I think it will rain ; and 
sometimes I guess right, but not always — so I cannot tell sure when it 
will rain. But they say ' Old Probabilities ' can always tell. Who is 
Old Probabilities ? " 

Cora. " He is a remarkable man, I suppose, and knows more about 
the weather than all the world besides. Is it not time to adjourn ?" 

Eddie. "This meeting stands adjourned to to-morrow evening. Shall 
the subject be Picnics f" 

Do you not think Eddie and Cora will soon learn to talk pretty well 
on paper ? Try this method. You will like it, and become good writers, 



INLANGUAGE. 93 

PRACTICE. 

Let us now put some of our thoughts on paper 

1. Each pupil write three Sentences that shall express 
some of the thoughts you had on your way to school. * 

3. Each pupil write five Sentences on Fruits, stating — 

1. Where they grow. 2. For what thej are used. 

3. State five different kinds you like best. 

4. In what season of the year they are most abundant. 

5. What effect on health. 

3. Each pupil write four Sentences on the Apple, stat- 
ing— 

1. Where apples grow most abundantly. 

2. Name some of the most common. 

3. Name the sorts you like best. 

4. What four things are made of apples. 

4. Put some thoughts on paper about Gkapes. 

1. What are Grapes ? 2. On what do they grow ? 

3. In what countries do they grow ? 

4. In what places do they not grow ? 5. Why ? 

6. What are some of the best sorts of grapes ? 

7. For what are grapes used ? 

8. What two things are made of grapes ? 

9. What is said about grapes in the Bible ? 

10. Each pupil write three Sentences about Peaches. 

11. Each pupil write three Sentences about Melons. 

12. Each pupil write three Sentences about Squashes. 

* The teacher should decide (1) how long time may be given to each 
exercise. (2) Also what system of examination and criticism shall be 
adopted, as, (a) by personal examination of all the pupils, or, (&) by 
requiring the pupils to exchange slates and criticise one another. By 
either method ]et the criticisms include the spelling, the capitals, the 
marks of punctuation, and the style of writing. 



94 



EASY LESSONS 




LESSON XLIII. 
Translations. 

Let us translate this pichire into words. 

1. Edward may tell tlie class what he sees in the pic- 
ture. 

2. Class may mention all the things that Edward has 
omitted. 

3. Each pupil may write a complete Sentence^ stating — 

What the toys are doing. 

Eva may place that Sentence in Diagram on tlie board. 

4 Class write, telling — 

What the first lyoy holds in his hand. 
Mary may place the Sentence in Diagram. 
What is the Subject of the Sentence ? 



I]^ LANGUAGE. 95 

5. Class write, telling — 
What the second toy is doing. 

What is the Predicate of the Sentence ? 

6. Class write, telling — 
What the third Ijoy is doing. 

What is the Object of the Sentence ? 

7. Class write, telling — 
What the other hoys are doing. 

What is the Subject, the Predicate, and the Object of the Sentence ? 
Ralph may place the Sentence in Diagram. 

8. Class may write three things that the girl is doing. 

How many Predicates has the Sentence you have now written ? 
What word is the Subject of all these Predicates ? 

9. You have now written separate Sentences for the dif- 
ferent parts of the picture. 

For to-morrow's exercise, each member of the cla&s may 
write on paper a complete story that shall contain all the 
facts and thoughts that the picture suggests. 

Topics. 

It is well for every pupil to write at least one composition 
each day. Below are a few Topics adapted to children. 
The teacher will add others as she may deem proper. 

1. Kites. 

1. My Kite. 2. My brother's Kite. 3. Franklin's Kite. 

[Take either or all of these and write what you think about them.] 

2. Papees. 

1. Children's Papers. 3. Political Papers, News Papers, Religious 
Papers. 



96 uAsr LESSOJVS 

3. Books. 

1. The last Book I read. 2. The Books I like best. 3. The best 
Book. 

4. Pictures. 

1. Photographs. 2. Pahi tings. 3. Engravings. 4. My favorites 

5. Toys. 

1. Girls' Toys. 2. Boys' Toys. 3. Who else have Toys, and what 
are they ? 

6. Leaves. 

1. Different sorts. 2. Colors. 3. Forms. 4. Uses of Leaves. 

7. Stokes. 

1. Curb Stones. 2. Paving Stones. 3. Building Stones. 4. Pre- 
cious Stones. 

8. Graik. 

1. Different sorts ? 2. The uses of each. 

9. Flowers. 

1. Spring Flowers? 2. Summer Flowers? 3. Autumn Flowers? 
4 My favorite Flowers ? 

10. WoRi:. 

1. For Boys? 2. For Girls? 3: For Men? 4. The work I like 
best? 

11. Play. 

1. For Boys? 2. For Girls? 3. Our favorite Plays ? 

12. Games. 

1. Summer Games? 2. Winter Games? 3. Homo Games? 




The Sources r^' ^^>brar^of^S« 



NGLISH 




003 232 228 1 



Ij WKe W, 







Smith's Complete Etymology. 

Smith's Condensed Etymology. 

These works differ from al! others in being 

ETYMOLOGIES OF THE WHOLE LANGUAGE. 
Their nredecessors shut themselves up with the Latin and Greek only, 
and ismore a wide field. The selections in Smith's Etymology are made solely 
with reference to the importance of the words in our own dialect, /rom what- 
ever smirce. Thus, 

ANGLO-SAXON 

fhmishes ne«Hy me half of our more common words, while French, Dutch, 
German, Welsh, Danish, Gothic, Swedish, Gaelic, and Italian, divide the rest 
with Latin and Greek. 

THE CONDENSED ETYMOLOGY 
exhibits all the excellent features of the parent volume, with less extensive 
lists, embracing the really essential words only. Both contain valuable intro- 
ductory exercises to drill the pupil in the 

PERPLEXING COINCIDENCES 
and general conformation of the language. 

SMITH'S ORTHOCRAPHICAL WORKS. 

The sa^e author has given us the following very v^xuable works to teach 

Orthog-aphy and Definition, by various methods of grouping and classification 

in several grades. 

Smith's Ziittle Speller. First Round in the Ladder of Leammg. Sim- 
ple words and pictures. 

Smith^« Juvenile Befiner. Lessons composed of femiliar words 
groVedVil r?fertnce fo B^^ signification or use, and correctiy spelled, 
accented, and defined. 

Smith's Oramjti^r-School Spellei- Familiar words, grouped with 
r"f ence t?thelk^?ss"5 soui™ syllables differently spelled. Also 
definitions, complete rules for spelling and formaUon of derivatives, ana 
exercises in false orthography. 

way of Rules and Exercises. 

MAKING A SERIES CELEBRATED FOR 

J^daptation, Elegance, Compendiousness, Variety, 
System, JEclectieism, 



XJH) BMBBACINO i-J 




